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新课程要求教师以学生的发展为本,因此整个的教学过程都需顾及学生的兴趣、经验和能力。所谓“学本”“学案”一类概念,其前提都是了解你的学生。“教”即“学”,“学”即“做”。换言之,“教学”即“研究”,“研究”即“问学”。不过,新观念来得迅猛,以至我们来不及消化。照猫画虎地做,自然会生出粗陋的行为和不适的感觉。诸如重“学情”主张,已流于表面化,与教学目标的实施脱节得厉害;忽略学生的真实信息和经验,并将其混同于一般的教学计划和教学环境;止步于对教学资源的描述,而很少针对存在的具体问题,等等。总之,我们还不能将“学情分析”转化为实施教学策略、施展教学智慧的依据,不能使其成为教学过程中合理运用各种教学手段、方法的基础,不能由此真实地反映教师对学生学习状态和准备的准确把握,因此也难以从中看到它与教学目标的呼应程度。
The new curriculum requires that teachers be based on student development so that the entire teaching process takes into account student interests, experiences and abilities. The so-called “school” “case” a class of concepts, the premise is to understand your students. “Teaching” is “learning”, “learning” that is “do.” In other words, “teaching” means “research” and “research” means “learning.” However, the new concept came so fast that we too late to digest. According to the cat painted tiger to do, will naturally produce a sense of humble behavior and discomfort. Such as heavy “learning emotion” claims, has become superficial, and the teaching objectives of the implementation of a great deal of separation; ignore the students’ real information and experience, and confused with the general teaching plan and teaching environment; stop in the description of teaching resources , And seldom address the specific problems that exist, and so on. In short, we can not transform the “academic analysis” into the implementation of teaching strategies and the teaching wisdom, which can not make them the basis for rational use of various teaching methods and methods in the teaching process. Therefore, we can not truly reflect the teachers’ Learning status and preparation of the accurate grasp, it is also difficult to see it and the teaching objectives of the echo level.