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“导学案”教学模式主要包括四大环节:预习课本做填空、梳理书本知识点、指导学生解例题、熟悉技巧再做题。此种教学模式的实施,使许多学科课堂效率得到了大幅提高,学生成绩有了明显提高,于教学而言为一大贡献。然而,根据笔者教学实践,发觉该模式对思想品德学科而言符合度有限甚至相反。一、固定教学环节,丧失课堂夏动“导学案”作为一种模式,规定了几个相对固定的教学环节。在教学过程中,依据几个环节,把所授内容逐一安排其中,课堂逐步展开,甚至还对某些环节
“Guidance case ” teaching mode includes four major aspects: pre-require textbooks to fill in the blanks, sort out book knowledge points, guide students to solve problems, and familiarize themselves with skills and re-do questions. The implementation of this teaching model has led to a significant increase in classroom efficiency in many disciplines, a significant increase in student achievement, and a major contribution to teaching. However, according to the author’s teaching practice, I found that this model is limited or even contrary to the ideological and moral disciplines. First, the fixed teaching link, the loss of the class summer movement “Guidance Case ” as a model, provides a number of relatively fixed teaching links. In the teaching process, according to several links, the content to be taught is arranged one by one, and the class is gradually launched, even for some links.