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教学反馈应该注意学习主体“点”“线”“面”的结合,整合立体信息为学生的即时学习状态把脉,为后续教学提供依据。一方面可以采用估量式教学反馈,如表情观察、举手情况的统计等,切忌为少数学生的积极反馈、兴趣盎然的课堂氛围所迷惑;另一方面辅以定量式教学反馈,如课堂板演、当堂检测等,随机抽检学生应覆盖优等生、中等生、后进生,尤其是后进生,保证教学反馈信息的全面性、真实性、准确性、丰富性。如某一例题的“当堂检测”环节中,我先让学生独立完成下列
Teaching feedback should pay attention to the combination of learning subject “point ” “line ” “face ”, integrate stereo information for students’ instant learning status and provide basis for follow-up teaching. On the one hand, it is possible to adopt the sizing-based teaching feedback, such as the observation of emotions and the statistics of raising hands, etc., and should not be fooled by the positive feedback of a few students or the atmosphere of the classroom full of interest. On the other hand, , When the church test, random sampling students should cover the top students, secondary students, post-graduation, especially afterlife, to ensure the teaching feedback information is comprehensive, authenticity, accuracy and richness. As an example of the “Church Detection” link, I let the students to complete the following independent