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高三复习课时紧、任务重,追求教学的有效性就成为必然。但是,以什么样的有效教学观来指导高三复习教学,不仅关乎备考的成败,而且关乎人才培养的质量。教学观不同,教学行为和效果就大不相同。我们以三个实例来探讨以上问题。1、依纲靠本,还是刨根问底在一节复习公开课《生物的变异》的试教中,授课教师课前小测给学生做了这么一道题(2008广东高考理科基础47题):有关基因突变的叙述,正确的是(C)
High school review class tight, heavy tasks, the pursuit of teaching effectiveness has become inevitable. However, what kind of effective teaching concept to guide the junior high school reviewing teaching is not only related to the success of the pro forma, but also to the quality of personnel training. Different teaching concepts, teaching behavior and the effect is very different. We have three examples to explore the above issues. 1, according to whether by this, or according to the root In a section to review the open class “biological variation” in the teaching, lectures teachers to do a test before the school to a question (2008 Guangdong college entrance examination 47 subjects): related genes The mutated narrative, correctly, is (C)