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1.过于依赖教学参考书和教学资源。如果教师备课时习惯于先看现成教案和案头教参的话,那就容易将文本分析与学习设计两大环节混同在一起,而在两者混同的时候,文本分析往往容易被忽略,从而也就不可避免地制约了学习设计的质量。所以,克服教师对教学参考和教学资源的依赖性是当务之急。2.过于突出教师的解读,忽略学生的文本体验。在备课中,不少教师缺少“站在学生角度来思考”的习惯。特别是阅读课教学时,教师在课堂中关注的是自己对文本的理解与分析,学生的认知和感受常被忽略,课堂俨然成为教师展示自我解读能力的舞台,学生被定格为纯机械地接受或复制教师的
1. Over-reliance on teaching reference books and teaching resources. If teachers are accustomed to looking at current lesson plans and desk references, it is easy to confuse text analysis with learning and design. When the two are mixed together, text analysis is often easily overlooked. It inevitably limits the quality of learning design. Therefore, overcoming the teacher’s dependence on teaching references and teaching resources is a top priority. 2. Overestimate the interpretation of teachers and ignore students’ textual experiences. In preparing lessons, many teachers lack the habit of “thinking in terms of students”. Especially in the teaching of reading classes, teachers are concerned with their understanding and analysis of texts in the classroom. Students’ cognition and feelings are often overlooked. Classrooms have become a stage for teachers to demonstrate their self-interpretation abilities. Students have been defined as purely mechanical. Accept or copy teachers