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教材所反应的是知识的一种逻辑形式,未必是知识的建构过程。教师在使用教材时,应从学生的实际和需求出发,进行二次创造。变孤立的、静态的知识为有助于学生认知的、联系的、动态的知识,变书本知识为教学知识。教师的作用就是要按照课标的要求,根据学生的学习实际,借助教材的工具性,整合内容、灵活运用,让教材焕发新的活力,满足不同层次学生的学习需要,使每个学生在课堂上都能达到自己的学习目标,这样才能实现有效教学。
Textbooks reflect a logical form of knowledge, not necessarily the construction of knowledge process. Teachers in the use of teaching materials, students should start from the actual and needs of the second creation. Change isolated, static knowledge to help students cognitive, linked, dynamic knowledge, change book knowledge for teaching knowledge. The teacher's role is to follow the requirements of the standard, according to the students' learning reality, with the instrumental nature of teaching materials, content integration, flexible use of teaching materials to rejuvenate new vitality to meet the learning needs of students at different levels so that each student in the classroom Can achieve their own learning goals, so as to achieve effective teaching.