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随着课程改革的不断深入,创设问题情境备受广大教师的重视,已经成为提升课堂生命力的重要手段。充满生命力的课堂,离不开生动的情境和具有思想性的问题。纷繁复杂的社会动态、层出不穷的时事热点、颇具特色的地方资源甚至是90后的非主流思想都为我们创设情境提供了充沛的资源。课堂教学中,利用好这些资源,离不开巧妙的问题创设。下面,结合我的授课和听课体验,谈谈自己对情境教学中问题设计策略的理解和思考。问题设计要“有情”一位教师在讲授高二《生活与哲学》实现人生的价值部分时,采用了广东佛山小悦悦事件,设计了如下的问题:结合18路人及陈阿婆的行为,谈谈价值观的导向作用是什么?他们的行为对我们实现人生价值有哪些启示?应该
With the continuous deepening of the curriculum reform, the creation of problem situations has attracted the attention of the majority of teachers and has become an important means to enhance the vitality of the classroom. The classroom full of vitality cannot live without vivid situations and ideological problems. The complicated social dynamics, the emerging hot spots, the distinctive local resources and even the non-mainstream ideas of the 90s have provided us with abundant resources for the creation of situations. In classroom teaching, the use of these resources is inseparable from the creation of clever problems. Below, combined with my teaching and listening experience, I talked about my own understanding and thinking of problem design strategies in situational teaching. The problem design should be “intelligence.” When a teacher was teaching Gao Er’s “Life and Philosophy” to realize the value part of his life, he used the Xiaoyue Yue event in Foshan, Guangdong Province and designed the following questions: Combining the actions of 18 passers and Chen Apo, What is the guiding role of values and what does their behavior have to do with the value of life?