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化学课堂教学环节把握的整体观念是教师与学生学与教的活动的课前、课中、课后作为教学活动的整体。面对差异的学生,实施差异的教育,促使每个学生的在原有水平上都有提高,保障课堂师生双边活动有效实施。1教师的课前思考(1)教学内容的理解和把握(教师对教材的研读)1)从内容在化学学科体系中的定位。2)从新知和旧知,新知和学生原有经验的联结点,知识结构转化为个体的认知结构;3)从信息加工的过程来思考:刺激→感觉登记处→短时记
The overall concept of chemistry classroom teaching grasps is the whole teaching activity before class, in class and after class of teachers and students’ learning and teaching activities. Differences in the face of the students, the implementation of differential education, prompting each student at the original level has improved to ensure the effective implementation of classroom activities of bilateral teachers and students. A teacher’s thinking before class (1) the understanding and grasp of teaching content (teacher’s reading of teaching materials) 1) from the content in the chemical discipline system positioning. 2) From the new knowledge and knowledge of the old, new knowledge and the original experience of students junction, the knowledge structure into the cognitive structure of individuals; 3) From the process of information processing to think: stimulation → sensory registration → short-term