论文部分内容阅读
近日到学校视导,听了两节二年级的语文课。一位老师是别的学科转科过来的中年教师,另一位是不到30岁的青年教师。论课的设计,后者优于前者。前者因刚从别的学科转教语文,虽然目标清楚,但教学环节繁复,颠来倒去,无效提问比较多;后者则教学目标明确,教学环节清楚,教学重点突出,设计有一定新意。从教师设计的角度看,我得给后者一个好评。但从学生的学习角度看,我犹豫了。按常理,后者的课堂应该呈现出学生积极的学习状态,但是,纵观后者的课堂,学生心不在焉者大有人在。而前者的课
Recently to the school guide, listening to two second-year Chinese class. One teacher is a middle-aged teacher from another discipline, and the other is a young teacher under 30. On the class design, the latter is better than the former. The former just because the target is clear, but the teaching process is complicated, down to the top, invalid questioning is more; the latter is a clear teaching objectives, teaching links clear, teaching emphasis, design has some new ideas. From a teacher’s design point of view, I have to praise the latter. However, from a student’s perspective, I hesitated. Common sense, the latter class should show a positive state of learning students, however, take a general view of the latter class, a large number of students who are absent. The former class