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笔者学校开展“小组合作”改革也有二年了,其他科目陆续找到了适合“小组合作”学习的切入点,课堂效率明显提高,而语文学科由于内容无定量、批改无定法、衡量无定数,一直无法确定切入点,连过河“石头”都没摸着的语文课,不幸被评价为“低效课堂”。作为语文老师,笔者在难堪的同时倍感压力,看着理科老师走在“小组合作”学习的前列,笔者有一种被教改遗忘的感觉。笔者深知必须摸索出一条属于语文课自己的路,才能从根本上解决“低效”。
There were two years of development in the school’s “group cooperation” reform, and other subjects have gradually found suitable entry points for “group cooperation” learning. The efficiency of the classroom has been significantly improved, and the Chinese language discipline has not quantified the contents, and there is no fixed method for rating. No fixed number, it has been impossible to determine the entry point, and even the language classes that haven’t touched the “stone” are unfortunately evaluated as “inefficient classes”. As a language teacher, the author feels even more pressure when he is embarrassed. He looks at science teachers walking in the forefront of group cooperation and learning. The author has a sense of being forgotten by teaching reform. The author is fully aware that he must find a way that belongs to the Chinese language course in order to fundamentally solve “inefficient”.