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自2003年课程改革以来,我校的课堂教学改革尚未取得实质性和根本性的突破,长期以来一直困扰我们的教学方式单一、学生被动学习、个性受到压抑等顽疾均未能从根本上得到有效的医治,教学实践中,教师讲授的时间太多、学生自主学习和练习的时间太少、大部分作业留在课后完成等现象普遍存在,这些问题制约了学生主体作用的发挥,严重影响学生的可持续发展和综合素质的提高。因此,我校提出“先学后教,多学少教”课堂教学模式的研究,旨在通过研究,逐步改变课堂上学生被动学习的状况,还学生应有的主体地位,实现课堂教学本质上的回归,全面促进学生的发展。
Since the curriculum reform in 2003, our school’s classroom teaching reform has not yet achieved a substantive and fundamental breakthrough, has long troubled us a single teaching methods, students passive learning, depression and other persistent illnesses have not been fundamentally effective , Teaching practice, teachers teach too much time, students too little time to learn and practice, most of the homework left in after the completion of such phenomena are common, these problems restrict the role played by the students, a serious impact on students The sustainable development and overall quality improvement. Therefore, our school puts forward the research of classroom teaching mode of “learning from teaching first, teaching more from teaching less”, and aims to gradually change the status of students’ passive learning in class through the research, and also should take the dominant position of students to realize classroom teaching The return of nature, and comprehensively promote the development of students.