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同一内容的课,有不同的教学设计,不同的教学设计适合不同学生群体的学习与成长.在日常教学中,我们不妨有意对同一内容,进行不同教学设计的探索,并通过比较研讨或实践检验,探求更适合本班学生学习成长的设计.基于这种追求的同课异构,对教师具有较强的引领驱动作用,可提升参与者的教研能力,切实提高课堂效益.一、同课异构引领下的高效“研”校本教研中的同课异构,不是为了规范教师的教学行为和学生的课堂学习活动,而是为了研究如何扎
The same content of the lesson, there are different teaching design, different teaching design for different groups of students learning and growth in the daily teaching, we may wish to explore the same content, different teaching design, and through comparative study or practice test , To explore more suitable for students in this class to learn the growth of design.Based on this pursuit of heterogeneous class, the teacher has a strong leading role in promoting the ability of participants in teaching and research, and effectively improve the efficiency of the classroom. It is not for the purpose of standardizing teachers ’teaching behavior and students’ classroom learning activities that they should be guided by the high efficiency of “research” in school-based teaching and research, but to study how to tie