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笔者利用的“学案导学”物理教学模式的基本结构是:课前篇(第一环节);课上篇(共八个环节)创设情景,激学引欲→示标(学习目标)→课前篇反馈(梳理预习)→小组讨论(课前预习没能解决的问题、自我检测中做错的题、学习目标中不理解的知识)→组长汇报(学生讨论中不能解决的),聚焦问题(明确本节课要解决的问题)→知识构建、重难点突破→限时反馈(用练习来反馈学生的问题解决情况和课堂知识掌握情况)→课堂小结(消化和解决聚焦的问题);课后篇(第十环节)。这十个环节均需教师在落实学生的自主、合作的主体地位的同时,充分发挥教师的组织、调控、引导等主导作用,实现教与学的合一。
The basic structure of the teaching mode of “learning by case study” and “physics teaching by the author” is as follows: the first part of the lesson (first part); the eighth part of the lesson ) → Lesson Feedback (Comb Preview) → Group Discussion (Problems that can not be solved by the pre-lesson preview, mistakes made in self-tests, knowledge not understood in the learning objectives) → Report from the Leader (Unsolvable ), Focusing on the problem (clear the problem to be solved in this lesson) → knowledge building, heavy and difficult breakthroughs → limited feedback (using exercises to feedback students’ problem solving and class knowledge mastery) → classroom summary (digest and solve the problem of focusing ); After class (tenth section). All of these ten aspects require teachers to take full advantage of the leading role of teacher’s organization, regulation and guidance and realize the unity of teaching and learning, while implementing the students’ autonomous and cooperative subject status.