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一提到备课,教师常常自然而然地把思考的中心与“课”紧密联系起来,考虑的主要内容是这堂课的重点、难点是什么,怎么安排这节课,知识点怎样衔接,要如何突破,教学流程该如何安排等,一般是就课而课。但是,课堂活动本身是系统的、复杂的,知识本身来源于生活,也并不分学科,如果教师在备课时仅仅把思考的中心局限于课堂,局限于一节课,则很容易忽视知识之间的关联性、系统性,从而降低教学的效果。所以,备课时不仅要考虑到学科知识,还要做到“超越课堂”。
When it comes to lesson preparation, teachers often naturally associate the center of thought with “lesson”. The main content to be considered is the focus of the lesson, what are the difficulties, how to arrange the lesson, how to connect the knowledge points, How to break through, how to arrange teaching process, etc. However, classroom activities are systematic and complex in their own right. Knowledge itself is derived from life and does not belong to different disciplines. If teachers confine their thinking center to the classroom and confine themselves to a class during lesson preparation, it is easy to ignore the knowledge The relevance between the system, thus reducing the teaching effectiveness. Therefore, when preparing lessons not only to take into account the subject knowledge, but also to achieve “Beyond the classroom ”.