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国家制订的新课程标准只有一个,同一课标可以编出各种教材(人教版、鲁教版、苏教版等),它们的理念是相同的、课程目标是一致的,而知识技能的呈现方式是不同的,这就启示我们不要太拘泥于教材,但必须钻研教材。要提高学生的思维能力,必须给学生必要的支撑点,这就是怎样思维的问题。另一问题就是思维的程度,要发挥教师的把握能力,实验的设计、问题讨论的内容,讨论的方式、表述的要求都要以充分发挥学生的潜能,适合所教学生为依据。完成一个实验不是简单看一下现象得出一个结论,应抓住学生思维活跃期加强必要的理论思维,不能高估学生更不能低估学生。笔者在此根据几个多月来的新课程教学体验谈几个观点和同仁探讨。
There is only one new curriculum standard formulated by the country. Various teaching materials (PEP, Lujiao, Jiangsu Education Edition, etc.) can be programmed in the same curriculum, their concepts are the same, the curriculum objectives are the same, and the knowledge and skills are The presentation method is different, which suggests that we should not be too rigid on teaching materials, but we must study teaching materials. To improve students’ thinking ability, we must give students the necessary support. This is how to think. Another problem is the degree of thinking, we must give full play to the teacher’s ability to grasp, the design of the experiment, the content of the problem discussion, the way of discussion, and the requirements of the presentation should all be based on students’ full potential and be suitable for the teaching students. To complete an experiment is not simply to look at the phenomenon and come to a conclusion. We should grasp the active thinking period of students to strengthen the necessary theoretical thinking. We must not overestimate students and cannot underestimate students. The author hereby discusses several issues and colleagues’ discussions based on the new curriculum teaching experience in more than a few months.