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信息论告诉咱们,如果教师讲,同学回答的教学,最佳的也只能获得大约15%的信息量。要是仅仅单一的全班教学,课堂提问就会成为教师与少数优生的对话,大部分同学只是学习的陪客。久而久之,大多数学同学就会愈来愈怯于或懒于想问题与表达,没有兴趣学习。所以,咱们必需把分层教学作为上述问题突破口,使同学们做学习的主人,小学语文教学质量才能够提升。一、前提测评要有条理性布卢姆以为,影响教学效果的重要变量有三:认知前提基
Information theory tells us that if teachers say, students answer the teaching, the best can only get about 15% of the amount of information. If only a single class teaching, classroom questions will become a dialogue with a few eugenics teachers, most students just learn to accompany. Over time, most students will learn more and more shy or lazy to think about questions and expressions, not interested in learning. Therefore, we must take the layered teaching as a breakthrough point for the above problems so that the students can learn to master the quality of primary school Chinese teaching can be improved. First, the premise of the evaluation should be structured Bloom believes that the impact of teaching three important variables: cognitive premise