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大多数教师在设计教学时,都会对学生的学习情况进行预估,但这个学情预估往往存在误区,即把学情仅视作学生的学习心理和笼统的知识储备,而忽视具体的知识储备;仅考虑学生的学习态度、学习目标、已经学习过的知识等,但对于学生在学习过程中存在哪些实际的障碍,应该采取怎样的适切措施,教师往往很难准确地了解和把握。
Most teachers in the design of teaching, will predict the student’s learning situation, but this situation is often misunderstood estimates, that is, the study of intelligence as a student’s learning psychology and general knowledge reserve, while ignoring the specific knowledge Reserve; only consider the students’ learning attitude, learning objectives, knowledge has been learned, but for students what are the practical obstacles in the learning process, what kind of appropriate measures should be taken, the teacher is often difficult to accurately understand and grasp.