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研究性学习的课堂教学,总是面对一个具体的内容,希望达到预期的目标,这就需要课前的设计,所谓备课是也。因此,根据“问题、思考、操作、拓展”4个教学环节,结合具体的教学内容,研究性学习的备课中至少还要有如下进一步的思考:①问题是什么?怎样引出问题?②思考什么?怎么思考才有助于解决问题?③操作什么?怎样操作才能指向问题的解决?④进一步拓展的广度和深度在哪里?有没有办法预知自己的教学设计多大程度地体现了培养研究性学习方式的主要特征?让教师们在课前的教学设计阶段就对将要进行的教学有一个比较清晰的认识。
Research-oriented classroom teaching, always face a specific content, hoping to achieve the desired goal, which requires pre-class design, the so-called lesson preparation is also. Therefore, based on the four teaching links of “Problem, Thinking, Operation and Development”, combined with specific teaching contents, at least the following further thinking should be made in the lesson preparation of research study: ① What is the problem? What to think? How to think it helps to solve the problem? ③ What to operate? How to operate to point to solve the problem? ④ Further expansion of the breadth and depth of? There is no way to predict how much their own teaching design reflects the development of research The main characteristics of learning styles? Let teachers have a clearer understanding of the teaching to be conducted during the instructional design phase before class.