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教学过程中,为了最优地传递知识信息和完成教学任务,必须以教材为依据、以知识的内在联系为线索,改革课堂结构,设计好教学程序。本文结合初中物理第一册第三章“运动和力、物体在平衡的力作用下的运动”两节,谈一下课前、课上、课后三个教学程序的设计。一、课前程序的设计要使学生主动地学,其基础是要编制好预习提纲和指导好学生自学,着意培养学生的自学能力。 1.编制预习提纲预习提纲的编制,要在确定教材重点、难点和关键的前提下,再结合初二学生的年龄特点、心理特征和实际水平,将知识信息储存在不同形式的问答中,如填空、问答、归纳、复述、判断、思考等。要求学生边阅读,边思考。
During the teaching process, in order to transfer knowledge information and accomplish teaching tasks optimally, teaching materials must be used as the basis, and the internal link of knowledge should be used as a clue. The structure of the classroom should be reformed and teaching procedures should be designed. In this paper, we discuss the design of three teaching programs before class, during class and after class in the second chapter of the third chapter of the junior high school physics book “The movement of sports and forces and objects under the force of balance.” First, the design of the pre-class program should enable students to take the initiative to learn. The basis is to prepare a preparatory outline and guide student self-study, aiming to cultivate students’ self-learning ability. 1. Prepare the preparatory outline of the preparation of the preparatory outlines. Under the premise of determining the key points, difficulties, and keys of the teaching materials, combine the age, psychological characteristics, and actual level of the second grade students, and store the knowledge information in different forms of questions and answers. Fill in the blanks, ask questions, summarize, repeat, judge, think, etc. Ask students to read while thinking.