论文部分内容阅读
为解决中小学教师培训存在的突出问题,教育部要求实践性课程应不少于教师培训课程的50%。对此探索了“同课二次异构”这一教师培训实践性课程形态:分析了“同课异构”及其存在的问题,阐述了“同课二次异构”及其操作流程,并以具体的教师培训项目为例,剖析了“同课二次异构”如何在教师培训项目中应用,在此基础上对“同课二次异构”在教师培训项目中的应用提出若干建议。
In order to solve outstanding problems in the training of primary and secondary school teachers, the Ministry of Education requires that practical courses should be no less than 50% of the teacher training courses. This paper explores the form of practical training curriculum for teacher training in “the same class secondary heterogeneity”: analyzing the problems of “class heterogeneity” and its existing problems, and expounding the “double heterogeneous ”And its operation process. Taking a specific teacher training project as an example, this paper analyzes how“ secondary heterogeneous lectures in class ”can be applied in teacher training programs. On the basis of this, "Some Suggestions on the Use of Teacher Training Programs.