论文部分内容阅读
本学期开始,为了加大校本教研的力度,进一步转变教学方式,我校要求各年级教研组进行同课异构探讨,先确立课题,然后集体备课,讨论出教学目标、教学重难点、教学环节等,然后每位教师根据本班实际进行教学设计,最后每个老师根据教学设计进行示范。【案例】《图形的特征》的情境教学片段张老师:创设情境,导入新课。课件出示:一只聪明的小熊在造房子,不一会儿房子就造好了。师:小朋友,你发现了什么?看谁的小眼睛最亮。生1:我发现了小熊的房子没有窗子。师:真能干!你们还发现了什么?生2(学生争先恐后举手):我还发现小熊的房子没有门。生3:我发现小熊的房子没有烟囱。
This semester, in order to increase the school-based teaching and research efforts to further change the teaching methods, our school requires teaching and research groups of all grades heterogeneous discussion of class, first establish the subject, and then collective lesson preparation to discuss the teaching objectives, teaching difficult, teaching links , Then each teacher according to the actual teaching design, and finally each teacher according to the teaching design demonstration. [Case] “Graphic Features” situational teaching fragment Zhang Teacher: Create a situation, into a new lesson. Courseware to show: a smart bear in building a house, a short while the house made good. Teacher: Children, what did you find? Look at the brightest little eyes. Health 1: I found the house of the bear no windows. Teacher: Really good! What else have you found? 生 2 (Students vying for hands): I also noticed that there was no door to the Cubs house. Health 3: I found the house of the bear no chimney.