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面对同一个教学文本、差不多的学情,卢老师两次课堂实施的过程却呈现了截然不同的面貌:第一次课堂实施显得被动,学生游离于文本之外;而第二次的课堂推进流畅顺通,学生对文本有了较好的理解和把握。这也许有很多原因,但有几点是非常关键的,那就是教师在教学的实施过程中,不断地观察教学现场,通过反思诊断,逐步把握学生真实的学习状态;然后针对文本特点和真实学情,优化教学设计;设置有关联的有层级的学
Facing the same teaching text and almost the same learning situation, Professor Lu’s two classroom implementation processes showed quite different appearances: the first classroom implementation was passive and the students were free from the text; and the second classroom promotion Smooth, smooth, students have a better understanding of the text and grasp. There may be many reasons for this. However, it is very crucial for teachers to constantly observe the teaching site during the teaching process and to gradually grasp the true learning status of students by rethinking the diagnosis. Then, according to the characteristics of texts and the realism Love, optimize teaching design; set the associated level of learning