【摘 要】
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笔者在教学中开展“先学后教”教学实验历时五年,教学成绩显著。我认为“先学后教”课堂教学有以下亮点1.学生学得快乐。他们经过课前预习、课堂的合作交流后,阅读自信心增强
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笔者在教学中开展“先学后教”教学实验历时五年,教学成绩显著。我认为“先学后教”课堂教学有以下亮点1.学生学得快乐。他们经过课前预习、课堂的合作交流后,阅读自信心增强,喜爱主动学习。2.家长满意。因为培养了良好的学习习惯,学生学习能力得到了长足发展。3.教师享受教学的幸福。课堂上学生像演员一样潇洒说课,教师是导演,幕
The author in teaching to carry out “first learn after teaching ” teaching experiment lasted five years, teaching achievement is remarkable. I think the “first school to teach ” classroom teaching has the following highlights 1. Students learn to be happy. After their class preview, class cooperation and exchange, reading self-confidence increased, like active learning. 2. parents satisfied. Because of cultivating a good learning habits, student learning has been rapid development. 3. Teachers enjoy the happiness of teaching. Classroom class like students skittles class, the teacher is director, curtain
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同课异构是为提高教师的教育教学水平而开展的一项校本教研活动。按理说,提高教师的教育教学水平就等于提高课堂教学效果。但事实上,这项教研活动是否能真正提高教师的教育教学水平,教育教学水平提高了与课堂教学效果的真正提高是否有必然的关系,却并不一定。由此,我们必须认清一个问题:同课异构的最终目的是什么。笔者认为,同课异构的最终目的是使每个层面的学生都受益,这是检验教师课堂教学效果和教师教育教学水平的唯一标