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根据布卢姆《教育日标分类学》理论和我国现行中学数学教学大纲要求,中学数学在认识领域的教学目标可分为四个层次,即了解、理解、掌握、灵活运用。为了大面积提高数学课堂教学质量,我校数学组从一九九一年秋开始进行教学目标评价实验,运用目标教学手段,优化课堂教学,取得了较好的成绩。我们认为:抓好“反馈—矫正”的环节,即:通过各种途径、手段,获得反馈信息,对未达标的学生及时予以矫正,这是目标达成的关键。
According to Bloom’s “Theory of Educational Nation’s Taxonomy” and the requirements of our country’s current middle school mathematics syllabus, the teaching goals of middle school mathematics in the field of understanding can be divided into four levels, namely understanding, understanding, mastering, and flexible use. In order to improve the quality of mathematics classroom teaching on a large scale, the mathematics team of our school began to carry out teaching goal evaluation experiments in autumn 1991, using objective teaching methods to optimize classroom teaching and achieved good results. We believe that we should grasp the “feedback-correction” link, that is, obtain feedback information through various means and means, and correct the students who are not up to standard. This is the key to achieving the goal.