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信息时代大量电子产品涌入我们的生活,带来便利的同时,也给我们传统的日常生活和学习制造了麻烦和带来挑战。传统的日出日落将一天切割成两部分,就像一个完整的苹果被分成两半,拿起一半时我们依然能细细品味,慢慢咀嚼。然而今天,白天与黑夜的界限渐渐模糊,我们常常看到昼伏夜出,一天就像一个水晶落在地上散成一片。课堂上也是如此,上课5分钟,刚刚导入新课,学生就会无意识的看看手机,望望周围。无论怎样设计教学内容,很多学生还是很容易被手机的力量带走。北京语言大学梁晓声先生在《有多少青春可以被手机消磨》一文中感叹很想拉回学生,但感到没力量。格非将这种现象称为“碎片化生存”。本文正是从这一时代特点出发,探讨新形势下如何从教育者入手,改变课堂教学模式,适应新情况,从而提高课堂教学效果,将学生带回课堂中来。
The influx of a large number of electronic products into our lives in the information age brought convenience and created challenges and challenges for our traditional daily life and learning. The traditional sunrise and sunset cut the day into two parts, just like a complete apple is divided in half, picked up half when we can still savor, slowly chewing. Today, however, the boundaries between day and night are diminishing, and we often see nocturnal and luminous day falls like a crystal falling to the ground. The same is true in the classroom, 5 minutes of class, just into the new class, students will unconsciously look at the phone, looking around. No matter how the design of teaching content, many students are still very easy to take away the power of the phone. Mr. Liang Xiaosheng of Beijing Language and Culture University laments his desire to pull back the students in his article “How Much Youth Can Be Destroyed by Mobile Phones.” But he felt powerless. Ge Fei calls this phenomenon “fragmented survival.” Based on the characteristics of this era, this article explores how to start from the educators in the new situation, change the classroom teaching mode and adapt to the new situation so as to improve the effectiveness of classroom teaching and bring the students back to the classroom.