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许多学者从不同角度对教学的有效性做了界定。如:陈旭远教授指出,“教学有效性指在教学活动中,教师采用各种方式和手段,用最少的时间、最小的精力投入,取得尽可能多的教学效果,实现特定的教学目标,满足社会和个人的教育价值需求而组织实施的活动。”为了追求科学课堂教学的有效性,教师绞尽脑汁,花费心思。结果往往适得其反,出现了很多误区,在此,笔者举几例探讨一下。
Many scholars define the effectiveness of teaching from different perspectives. Such as: Professor Chen Xuyuan pointed out that “teaching effectiveness refers to teaching activities, teachers use a variety of ways and means, with the least amount of time and effort, as much as possible teaching effectiveness, to achieve specific teaching goals to meet Social and personal educational needs of the organization and implementation of the activities. ”In order to pursue the effectiveness of science classroom teaching, teachers rack their brains, thinking hard. The results are often counterproductive, there have been many errors, here, I give a few examples to explore.