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日常的课堂教学情况的记述 ,也能成为一个好的教学案例 ,如果你能搜集到有独特视角的较精彩的课堂信息 (教师的 ,还有学生的 ,特别是关于学生思维活动状态的内外部表现的信息等 )的话 .因为考虑到课堂上的信息面宽量大流动又快 ,一个人的两只眼睛两个耳朵一支笔是决计应付不过来的 ,我们想到了分工合作观课的做法 .本篇就是南海人的一次实践的部分反映 .他们把 1 0余位听课老师分为如下 5组 :A组任务 ,课堂教学的结构分析与课堂练习分析 ;B组 ,3人交叉分工 ,力求详细地记录主要的启发问句 (注意 :点评中对问句的记录分析 ,就比往常仔细深入 !) ;C组 ,记录分析几个较典型阶段的师生互动过程 ;D组 ,分坐四周 ,每人观察记录邻近 4名学生的课堂表现、状态 ;E组 ,课后问卷调研 ,访谈测试等 .郑老师的点评 ,只汇集反映了其中的小部分情况 .我们认为 ,为了及时了解一堂课的教学效果 ,不能单凭经验印象 .而要较客观的做好教学评价工作 ,把一些新手段 (诸如分工观课 ;观察研究学生状态 ;课后对学生的调研、访谈测试等 )引进到观课评课中来 ,是十分必要的 .这也是本篇设计的一个方面的意义 !
The description of the daily classroom teaching situation can also be a good teaching case. If you can collect more exciting classroom information with a unique perspective (teacher’s and student’s, especially the internal and external states of students’ thinking activities) The message of performance, etc.) Because we take into account the fact that the information in the classroom is wide and fast, one person’s two eyes and two ears and one pen are the only ones that can be dealt with. We have come up with the idea of co-existence and cooperation. This article is a partial reflection of the practice of Nanhai people. They divided more than 10 lecturers into the following five groups: group A tasks, structural analysis of classroom teaching and analysis of classroom exercises; group B, three people cross division of labor, and strive to Record the main enlightening questions in detail (Note: The commentary on the questions in the commentary is more detailed than usual!); Group C, record and analyze the teacher-student interaction process in several typical stages; Group D, sitting around Each person observed and recorded the classroom performance and status of four nearby students; Group E, after-school questionnaire surveys, interview tests, etc. The comments of Teacher Zheng only reflected the small part of the situation. We believe that in order to To understand the teaching effect of a class in a timely manner, it is not possible to rely solely on experience, but rather to do a good job of teaching evaluation work objectively, and take some new measures (such as class observation; observe and study student status; after class study of students, interview testing, etc. ) It is very necessary to introduce it into the course of class evaluation. This is also an aspect of this design.