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“先学后教”课堂教学注重学生自主、合作、探究学习。教学中,既要尊重学生的主体性,也要充分发挥教师的主导作用。教师要抓住有利时机,适时、适宜地介入或适度指导。针对教师的介入时机与方式,本文作了初浅的探索,总结了几种情况:1、能主动探究,不介入或浅介入亦是一种有效介入;2、认知受阻碍,即时介入点拨;3、探究兴趣降低,在积极等待后,干预介入激趣;4、思维僵化,给予侧面、发散的适时介入启发;5、思维过散,规范介入整合;6、对于篇幅长、内容深邃文章,不妨提前介入导引。
“After school to teach ” classroom teaching focus on student autonomy, cooperation, to explore learning. In teaching, we should not only respect the students’ subjectivity, but also give full play to the leading role of teachers. Teachers should seize the favorable opportunity, timely and appropriate intervention or appropriate guidance. In view of the timing and method of teacher intervention, this article made a preliminary exploration, summed up several situations: 1, can take the initiative to explore, not involved or shallow intervention is also an effective intervention; 2, cognitive impairment, immediate intervention ; 3, interest in exploring lower, after the active waiting for intervention interventional motivation; 4, rigid thinking, to the side, divergent timely intervention inspired; 5, thinking too scattered, standardize intervention integration; 6, for the length of the article, , May wish to intervene in advance guidance.