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在教学实践中,无论从哪个视角,怎样改进教学方法,都无法摆脱教材、师生和课时这三个根本的课堂要素。课堂三元素相辅相成、相互递进,只有教师参照学生的知识经验、认知规律和学习内容特点,积极组织和指导学生学习,才能将学习的主体地位还给学生。在有限的课堂时间内让学生掌握更多基础知识和技能,需要教师把握学生的认知时间节点。
In teaching practice, no matter from which perspective, how to improve teaching methods, can not get rid of the teaching materials, teachers and students and the three basic classroom elements. The three elements of the classroom complement each other and progress each other. Only by referring to the students’ knowledge, cognition and learning characteristics, teachers can actively organize and direct the students to learn and can return the dominant position of learning to the students. In a limited class time to allow students to master more basic knowledge and skills, teachers need to grasp the cognitive node of the students.