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动态生成是新课程课堂教学的价值追求,是彰显课堂生命活力的常态要求。以叙事性的方式研究课堂教学的设计与实施,能够更直观地展示教师对新课程的理解和把握,促进教师的自我反思和改进,进而促进教学行为的转变。本文以叙事研究的方式,通过对化学学科《乙醇》这一课题从教学设计、教学实施到课后反思教学全过程的描述,呈现了对新课程课堂教学追求的理解。教学设计应立足于学生发展的需要,为课堂教学的不确定性留下一定的空间;教学过程是师生合作动态生成的过程,教师要捕捉学生思维的火花,适时引导,共同探究,升华对教学内容的认识;课后反思应确立“以学论教”的理念,以追求学生发展为目标,整体地对课堂教学的各个环节进行研究。
Dynamic generation is the pursuit of the value of classroom teaching in the new curriculum is to demonstrate the vitality of the classroom normal requirements. Studying the design and implementation of classroom teaching in a narrative way can demonstrate teachers’ understanding and grasping of the new curriculum more intuitively, and promote self-reflection and improvement of teachers so as to promote the transformation of teaching behaviors. This article takes the way of narrative study and describes the whole process of teaching “Ethanol”, from teaching design and teaching to after-school reflection teaching, presenting the understanding of the pursuit of classroom teaching in new curriculum. Instructional design should be based on the needs of students ’development and leave some room for the uncertainty of classroom teaching. The teaching process is the process of dynamic cooperation between teachers and students. Teachers should capture the spark of students’ thinking, timely guide, explore together and sublimate Teaching content; after-class reflection should establish the “theory of teaching” concept, in pursuit of student development as the goal, the overall teaching of all aspects of the study.