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教学设计是每位教师在教学前必须精心准备的一项工作,是所有教学准备的核心。教学设计应该以系统的方式进行。教学设计的系统观包括许多步骤,始于需要和对目的的评价[1]。当前,在初中科学教学中存在着一个普遍事实,教师对教学缺乏系统设计策略,即在教学设计中只关注教学内容,而忽略了教学目标与教学策略,忽略了学生的需要。这导致相当多的科学教师在教学设计时疲于寻找与众不同的教学情境、设计标新立异的问题以及不着边际的评价等,不仅在很大程度上影响了教学
Instructional design is a job that every teacher must carefully prepare before teaching, and is the core of all teaching preparation. Instructional design should be conducted in a systematic manner. The systematic concept of instructional design includes many steps, beginning with needs and evaluation of purpose [1]. At present, there is a universal fact in junior high school science teaching. Teachers lack the systematic design strategy for teaching, that is, they only focus on the teaching content in teaching design, ignoring the teaching objectives and teaching strategies, and neglect the needs of students. This led to a considerable number of science teachers in the teaching design time to find unusual teaching situations, design novel and non-marginal evaluation of issues, not only to a large extent affect the teaching