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为提高课堂教学效率,自20世纪90年代起,一种集智教学研究活动蓬勃兴起,即集体备课活动。集体备课活动的开展,极大地提高了课堂教学的有效性,并且更多的学校将此列入了教学常规管理及量化的范畴。正因为此项活动的全面推进,便衍生出诸多名不副实的形式大于内容的现象,甚至于不仅对教学无益反而有害的“病状”。笔者想在此结合自身30多年的教学体验和调研情况,为集体备课的四个环节把把脉。
In order to improve the efficiency of classroom teaching, since the 90s of the 20th century, a research activity of collecting and teaching has flourished, that is, collective lesson planning. Collective lesson preparation activities, which greatly improved the effectiveness of classroom teaching, and more schools will be included in the management of teaching and quantitative areas. Precisely because of the comprehensive promotion of this activity, many phenomena that are out of shape and out of shape have been derived, even not only harmful to the teaching but harmful symptoms. I would like to combine my own teaching experience and research for more than 30 years with them in order to give lessons to the four links of collective lesson preparation.