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美术学科的教学设计能力,是教师最核心的能力,既是师资培养中最重要的环节,又是最难的环节。初学者与资深教师之间的差距,不仅存在于教学设计的文字上,还存在于他们进行教学设计时的思维中,我们要找出二者在思维顺序、观念上的差异,竭力弥合二者思维模式上的不同,并据此提出一个更趋合理、适合初学者的“教学设计思维顺序”。首先,我们需要对初学者所做教学设计的常见问题进行分类,探明他们的思维误区,以便为寻求解决方法铺平道路。采用合理的顺序思考教学设计,可以有效避免初学者遇到的常见陷阱,更快地理解课堂教学的真谛。
Teaching ability of art discipline is the core ability of teachers. It is not only the most important link but also the most difficult link in teacher training. The gap between beginners and experienced teachers not only exists in the text of instructional design, but also exists in their thinking when designing teaching. We should find out the difference in thinking order and concept between the two, Different thinking modes, and put forward a more reasonable, suitable for beginners “teaching design thinking order ”. First, we need to classify common problems that beginners make in instructional design and to identify their myths of thinking in order to pave the way for finding solutions. Using a rational order to think about instructional design can effectively avoid common pitfalls encountered by beginners and understand the true meaning of classroom instruction more quickly.