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《学体部落》BBS“案例互析”板块(http://bbs.sports.edu.cn/)于近期开通,该板块旨在以教学实践中的具体案例(如课时计划、教学片断等)为分析对象,对教学设计与教学实践中的若干问题,如“为什么教”、“教什么”、“用什么教”、“怎么教”等,侧重于从理论上追根溯源地探讨分析,并依据基本理论编写针对性的具体案例。5月4日晚,“案例互析”第一期以常见的篮球传接球课时计划为案例组织了讨论,并刊登以下三篇成果。其中,第一篇从理论上较为系统地基于多个角度对教学内容的确定进行了分析阐述,在明确内容与目标的基础上,依据学情特点分析了教材的选择与教学策略的运用;第二篇则在前一篇研究结论的基础上,呈现具体的课时计划;第三篇是参与讨论的教师从不同角度解读本期“案例互析”的有关观点。探讨的价值不在于最终解决了什么问题,毕竟,问题存在是一种永恒的现象,也是行动研究不断推进的动力所在。从这个层面理解,“案例互析”的价值在于发现与启发。后续的案例互析,我们仍将对教学设计中的诸多要素进行深入探讨,欢迎读者继续关注,并参与讨论。另,因版面原因,本期“案例互析”的案例及讨论内容详见BBS“案例互析”板块(网址:http://bbs.sports.edu.cn/viewthread.php?tid=3769&extra=page%3D1)。
Recently, the “Body Tribe” BBS “Case Study” section (http://bbs.sports.edu.cn/) was opened in the near future. The purpose of this section is to provide specific cases in teaching practice (such as lesson plans, And so on) as the object of analysis, some problems in teaching design and teaching practice, such as “Why teach ”, “What to teach ”, “What to teach ”, “How to teach ”, From the theoretical tracing back to explore the analysis, and based on the basic theory of the preparation of targeted specific cases. On the evening of May 4, the first phase of “Case Study” conducted discussions on the case with the common basketball pass-through class schedule and published the following three results. Among them, the first one is to systematically analyze the teaching content based on multiple perspectives in theory. Based on the explicit content and goal, the author analyzes the choice of teaching materials and the application of teaching strategies according to the characteristics of the learning situation. On the basis of the previous study, two articles present a specific time plan; the third one is about the teachers participating in the discussion interpreting the current issue of “case study” from different perspectives. The value of the discussion is not the ultimate solution to the problem, after all, the existence of the problem is an eternal phenomenon, but also the driving force of action research continues to promote. From this level of understanding, the value of the “case study” lies in the discovery and inspiration. Follow-up case study, we will continue to discuss many elements of teaching design in-depth discussion, readers are welcome to continue to pay attention, and participate in the discussion. In addition, due to the layout reasons, the current case of “mutual exchange of cases” and the contents of the discussion can be found in the BBS “case study” section (Website: http://bbs.sports.edu.cn/viewthread.php? tid = 3769 & extra = page% 3D1).