论文部分内容阅读
反思课改十年,回顾我们的探索历程,我们可以领略到高屋建瓴的理论光辉,欣赏到美轮美奂的现代媒体技术,感悟到那无懈可击的教学预设和生成,聆听到充满智慧的对话和交流。然而,静心审视我们看似完美的课堂,总觉得有些忐忑:在我们追寻预设和生成的完美融合之时,我们能否摆脱预设的桎梏,淡定地关注学生的感受,给学生以自我的时空,真切地打造人文课堂。一、寻找贴近学生经验的预设关注学生的知识、经验等方面的积累,让我们的课堂如有源之水,流淌出智慧,涌动着灵性。例如,一位老师在教学五年级的“数字编码”时,就利用课件
Reflecting on the curriculum reform for ten years and reviewing our exploration process, we can enjoy the glorious theory of housing construction and admire the magnificent modern media technology, realize the impeccable teaching preconditions and formation, listen to the dialogue full of wisdom and communicate with. However, meditating on the seemingly perfect classroom, I always feel a bit shy: in our search for the perfect combination of presupposition and generation, we can get rid of the pre-set mute, calmly concerned about the feelings of students, to students self Time and space, truly create a humanistic classroom. First, look for a preset close to the student experience Concerned about the accumulation of students’ knowledge, experience, etc., so that our classroom, such as the active water, flowing wisdom, surging spirituality. For example, a teacher uses courseware when teaching fifth grade “digital coding.”