论文部分内容阅读
“非预设性教学”是新课程改革课堂教学中一个最重要的特征。水到渠成的教学效果固然好,意料不到的课堂意外也属正常。所以当课堂意外发生时,教师不能回避或者不加思索地匆忙答复,而是将这种意外及时纳入预设的教学之中,并且调整教学策略,重构课堂动态生成。只有这样,才能变课堂上的一次次“意外”为教学中的一次次“精彩”。一、案例描述【教学片段一】教师有口无心,祸从口出在高二理科班教学“事物是变化发展的”一框时,当讲到其中的一个知识重点:发展是一种运动变化,但并非所有的运动变化都是发展,我举例问:“我班小A 的身高从高一时的1.70米长到了现
”Non-preset teaching“ is one of the most important features of classroom teaching in the new curriculum reform. The natural and effective teaching results are good. Unexpected classroom accidents are also normal. Therefore, when accidents occur in the classroom, teachers can not avoid or rush to answer without thinking, but in time to incorporate this accident into the pre-set teaching, and adjust the teaching strategies to reconstruct classroom dynamic generation. Only in this way can one change ”unexpected “ in the class to be ”best“ in the teaching. First, the case description [teaching segment 1] teachers have an inadvertent, evil from the mouth in the high school science class teaching ”things are changes in development " a box, when it comes to one of the key knowledge: development is a movement change, But not all changes in movement are developments. For example, I asked: “My class A’s height has grown from 1.70 meters in height to now.