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随着我国素质教育的纵深发展和基础教育新课程改革教育教学理念的提出,关于高效课堂的研究已经不少,也已取得了安徽泗县二中“三维互动力立体课堂”、山东昌乐二中的“271高效课堂模式”等全国几大高效课堂范式这样的阶段成果.但从整体上对课前优化教学设计、课堂互动教学及课后深化教学反思进行的系统研究尚不多见,将之与高效课堂模式构建放在一起研究的更少.笔者从优化教学设计入手,从教学设计到实施落实“六环”教学模式,以教师为主导、学生为主体自主学习为主线设计教学内容,再对每一个教学设计的课堂教学效果通过听课、评课总结其高效之处及存在问题,深化教学反思提升教师自身
With the development of quality education in our country and the teaching concept of new curriculum reform in elementary education, many researches on efficient classroom have been made and the achievements have been made in such fields as “Three-dimensional interactive three-dimensional classroom” Such as the “271 Efficient Classroom Model” in National Music Class, etc. However, as a whole, there is still no systematic study on the optimal teaching design before class, the interactive teaching in the classroom and the deepening teaching reflection after class It is more common to study with the construction of efficient classroom mode less.The author starts with optimizing teaching design, from instructional design to implementation of the teaching mode of “Six Rings”, with teachers as the leading and students as the main body to study independently Design the main content of the teaching content, and then for each instructional design classroom teaching effectiveness through lectures, class review summary of its efficiency and problems, deepen the teaching of reflection to enhance teachers themselves