论文部分内容阅读
自“新课改”实施以来,对课堂教学的实效性越来越关注,课堂教学的高效性与有效性也越来越成为对课堂教学效果衡量的标准之一。那什么才是课堂教学的有效性呢?我们不妨这样来理解:“有效”主要是指教师通过课堂教学的活动,将自己在授课之前的教学预设与教学设计的知识点,保量或超量传递给学生,让学生不仅习得,更能掌握运用这些知识点来解决一些实际的问题。经过这样一段时间的教学之后,学生所获得的具体的进步或发展,也就是说,学生有无进步或发展是教
Since the implementation of “New Curriculum Reform”, more and more attention has been paid to the effectiveness of classroom teaching. The efficiency and effectiveness of classroom teaching has increasingly become one of the criteria for measuring classroom teaching effectiveness. So what is the effectiveness of classroom teaching? We might as well understand: “Effective ” mainly refers to the activities of teachers through classroom teaching, teaching their own pre-teaching and teaching design knowledge, Or over-delivery to students, so that students not only learned, but also master the use of these knowledge points to solve some practical problems. After such a period of teaching, students get concrete progress or development, that is, whether students have progress or development is taught