论文部分内容阅读
第一,在时间管理上,要探索教与学的科学比例。到底是“教”需要时间长,还是“学”需要时间长?实践证明,课堂上学生“学”的时间应该多于“教”的时间。这是由“教”的目的所决定的。教是为了学,教是为了促进学,教的多而学的少,显然是不对的。精讲多练,这是高效益课堂教学的基本要求。洋思中学倡导老师只讲5分种,杜郎口中学提出了10+35课堂模式(10分钟讲授+35分钟学生练习)都是十分有道理的,他们把准了课堂教学的脉搏。“精讲”要求老师备课要细、要深、要广,要抓住关键点。
First, in time management, we should explore the scientific ratio of teaching and learning. In the end is “Teaching ” takes a long time, or “Learning ” takes a long time? Practice has proved that the classroom students “learning ” time should be more than “teaching ” time. This is determined by the purpose of teaching. To teach is to learn, to teach is to promote learning, teaching more and learn less, obviously not right. Speak more practice, which is the basic requirements of efficient classroom teaching. Yang Si Secondary School advocates only say 5 minutes, Du Lang Kou High School proposed 10 +35 classroom mode (10 minutes to teach +35 minutes student practice) are very reasonable, they put the pulse of classroom teaching. “Fine talk ” requires the teacher to prepare class to be fine, deep, wide, to seize the key points.