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从某种意义上讲,对学生的“学习行为”进行先行设计,是教师教学能力的具体体现,其重点体现在教师应如何将学科知识转化为学生可学的形式。首先在先行设计之前,就必须要进行基于课标的教材解读,设计出符合课标的教学流程。其次重点设计出课堂的“问题节”和“活动环”。最后要组织好课堂教学,还要注意衔接语的设计,授课时提倡适当创新。
In a sense, the first design of students “learning behavior ” is a concrete manifestation of the teaching ability of teachers. The emphasis is on how teachers should transfer the subject knowledge into the form that students can learn. First of all, prior to the first design, it is necessary to interpret the teaching materials based on the course standard and design the teaching process in line with the course standard. Second focus on the design of the classroom “Problem ” and “Activity ring ”. Finally, to organize classroom teaching, but also pay attention to the design of the cohesion, teaching to promote appropriate innovation.