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近年来,在一些中学里,有部分老师,极力反对写教案。他们说:教案写得好,课堂教学不一定好;不写教案,只要有备课,教学也不一定不好。言下之意是说写教案没有什么作用。这种意见,是不是正确的呢?我认为这是值得研究的。 我们知道,老师们备课,是不是单备教材呢?我看不是。在备课时,除了深入钻研教材外,还要备学生,备教法及备自己。例如语文老师在备教材方面,应把字、词、句、段、篇等基础知识,作者的思路、文章的系统性、中心思想、写作特点、有些课文的时代背景等等,都要认真钻研,深入领会,这样才能准确地确定教学的目的要求和重点难点,并安排好教学
In recent years, in some secondary schools, some teachers have strongly opposed writing teaching plans. They said: Good lesson plans, classroom teaching is not necessarily good; do not write lesson plans, as long as there is lesson preparation, teaching is not necessarily not good. The implication is that writing lesson plans have no effect. Is this opinion correct? I think it is worth studying. We know, teachers prepare lessons, is it not prepared teaching? I see not. In preparing lessons, in addition to further study teaching materials, but also prepare students, prepare teaching and prepare themselves. For example, in preparing teaching materials, language teachers should conscientiously study the basic knowledge of words, words, sentences, paragraphs and articles, the author's thinking, the systematicness of the articles, the central ideas, the characteristics of writing, the background of some texts, etc. , In-depth understanding, so as to accurately determine the purpose of teaching requirements and key difficulties and arrangements for teaching