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《小学自然教学》1998年第五期,发表了评论员文章《试析1:1的教学格局》,具体详实的统计数字和科学的分析论证,切中了传统的自然教学的弊端,并为改进教学提出了指导性意见。时隔不足一年,章仁老师又发表了《找自然教学的共同特征——关于走出“1:1”的对话之一》,为自然教学走出“1:1”,落实“指导学生自行探求和应用知识”的原则,开出了理论指导的“药方”。那么,自然教学走不出“1:1”的症结在哪里?采取什么措施,才能让老师们走出“1:1”的怪圈?几年来,我们对此现象进行了反复的思考,形成了如下两点认识:
In the fifth issue of “Nature Teaching in Primary Schools”, a commentator's article entitled “Analysis of 1: 1 Teaching Pattern” was published in 1998, with detailed and detailed statistics and scientific analysis and argumentation, which cut the shortcomings of the traditional teaching of nature and provided suggestions for improvement Teaching made a guiding opinion. After a lapse of less than one year, Zhang Ren also published a book titled “Find Common Features of Natural Teaching - One of the Dialogues on Getting Out of the” 1: 1 “Dialogues for Nature Teaching”, “1: 1” for Natural Teaching, Application of knowledge “principle, out of the theoretical guidance of the” prescription. “ Then, what is the crux of ”1: 1“ in nature teaching? What measures can we take to get teachers out of the ”1: 1" cycle? In the past few years, we have repeatedly thought about this phenomenon and formed the following Two points of understanding: