论文部分内容阅读
为了尊重学生的现实起点,创建高效课堂,教师可以用单元准备性检测来了解学生的现实起点,从宏观上根据学生的需求和水平对教材内容、编排顺序和教学方法进行适当的取舍或调整,使教材内容更贴近学生的实际和需求;教师还可以用课前谈话及调查等方法了解学生学习本课知识的基础,从微观上调控课时教学预案。只有了解学生的实际需要与实际兴趣,才能够更客观、更冷静地分析学生的实际反应与教学效果,使教学和教学计划立足于一个比较实事求是的基础上。
In order to respect the realistic starting point of students and to create efficient classroom, teachers can use unit preparation test to understand students ’realistic starting point, make macroscopically appropriate selection or adjustment of teaching materials, arrangement order and teaching methods according to students’ needs and levels, So that the content of teaching materials closer to the actual needs of students; teachers can also use pre-class conversation and survey methods to understand the students learn the basics of this knowledge, from the microscopic regulation of lesson plans. Only by understanding the actual needs and practical interests of students can we analyze the students’ actual reactions and teaching effects more objectively and calmly so as to make the teaching and teaching plans based on a more realistic and realistic basis.