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从教的第13个年头,我开始觉得自己遇到了所谓“专业瓶颈”。尽管那时我已从单篇教学走向单元教学,在单元主题教学上取得了一些经验,但是我感到自己仍然受制于单篇课文,手脚像被捆住似的,没有自由,难以放开施展。作为一名初中语文老师,一周有12节课,每天都必须备出一堂新课,工作量比较大。为了备出有效、有趣的课,要花大量的时间查找资料、写教案、做课件、出练习,在教学方法和教学手段上可谓费尽心思。辛苦
From teaching the thirteenth year, I began to feel that I met the so-called “professional bottleneck ”. Although I had gone from single teaching to unit teaching at that time and had some experience in unit-based teaching, I felt I was still constrained by a single piece of text and my hands and feet were like bound, unfettered and unwilling to let go. As a junior high school language teacher, there are 12 lessons a week, every day must prepare a new lesson, the workload is relatively large. In order to prepare an effective and interesting lesson, it takes a lot of time to find information, write lesson plans, do courseware, practice, teaching methods and teaching methods can be described as painstaking. hard