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一、研究缘起工作中,笔者经常参与听课、评课等教研活动。每每教师的教学设计比较完善,流程顺畅,仅当询问学生学习效果时,发现在新知识的理解与记忆方面,教学实效并不理想,不少学生并没有真正理解教师所讲的内容。在评课时,笔者多次提出教师是否按照知识本身的逻辑顺序来呈现教学内容时,是否对学生已有的认知基础有充分的把握时,相当一部分教师表示较少关注。而随着课程改革的日渐深入,“课程标准”似乎成了教师执教的“法宝”。
First, the research origin work, I often participate in lectures, assessment class teaching and research activities. Teachers ’instructional design is perfect and the process is smooth. Only when asking about the students’ learning results shows that the teaching effectiveness is not ideal in the understanding and memory of new knowledge. Many students do not really understand what the teachers are saying. During the course evaluation, the author repeatedly proposed whether teachers should present the teaching content according to the logical order of knowledge itself, and whether they have enough grasp of the students’ existing cognitive foundation. A considerable number of teachers show less concern. With the gradual deepening of curriculum reform, “curriculum standards ” seems to have become the “magic weapon ” taught by teachers.