论文部分内容阅读
为了研究改进课堂教学的方法,我们备课组进行了一次对比试验:由三位教师用三种不同的方法,分别在三个班教学《愚公移山》这篇课文。一位老师参照钱梦龙的教学实录,用讨论法在初二(2)班施教;一位老师学习本校高中教师的经验,用先练后讲,讲练结合的教法,在初二(3)班施教;第三位老师采取常用的读讲法,在初二(4)班施教。教学时,全组教师都参加听课,现场观察、了解学生的反应,课后交流情况和体会,最后结合古文单元测验和期末考试分析教学效果。三种教法的教学情况和效果如何呢?第一位老师在检查学生预习的基础上,陆续提出一些问题,
In order to study ways to improve classroom teaching, our preparation team conducted a comparative experiment: Three teachers used three different methods to teach the text “Foolish Yungshan” in three classes. A teacher refers to Qian Menglong’s teaching record and uses discussion methods to teach in class two (2); one teacher learns the experience of the high school teacher of the school and uses the pre-training, post-telling, and practice teaching methods in the second year. (3) Class teaching; the third teacher adopts a common reading method and teaches in the second grade (4) class. At the time of teaching, the entire group of teachers participated in lectures, observed on the spot, understood the reactions of students, exchanged information and experiences after class, and finally analyzed the effect of teaching in combination with prose unit tests and final exams. What is the teaching situation and effect of the three teaching methods? The first teacher, based on checking the students’ previews, puts forward some questions one after another.