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小学自然第五册《凸透镜》一课,教材安排3个实验验证凸透镜的作用,以学生分组实验为主。对于六年级的学生来说,如果教师在教学中对每个实验都按书本不厌其烦地讲解或演示一番,显然省事,但往往事与愿违,束缚学生的手脚,不利于能力的培养。如果放手全由学生操作,虽能调动学生的积极性,但又不利于课堂节奏的调控,更难把握其一定的深度,达到预期的教学目标。如何做到既使课堂气氛活跃,又能培养学生能力,顺利完成教学任务呢?我在整个教学过程中做了三方面的工作。
The fifth grade primary school “lenticular lens” a lesson, textbook arranged three experimental verification of the role of convex lens, student group experiments. For the sixth grade students, if the teacher in the teaching of each book are tired of explaining or demonstrating a book, apparently save trouble, but often contrary to the wishes of the students, restraining the students' hands and feet, is not conducive to the cultivation of ability. If you let go of all the students, although able to mobilize the enthusiasm of students, but not conducive to the regulation of the classroom rhythm, more difficult to grasp its depth, to achieve the desired teaching goals. How to accomplish the task of teaching tasks even if the classroom atmosphere is active and capable of cultivating students? I have done three aspects of work throughout the teaching process.