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正如华东师范大学崔允漷教授所言:教学是一个充满问题的专业领域,“为什么教”“教什么”“怎么教”和“教到什么程度”应该是该领域的四大核心问题。但是在国家课程标准发布之后,课标就要求教师应该“像专家一样”整体地、一致地思考上述四个问题,并作出正确的决定,这就是所谓的基于课程标准的教学。基于课程标准的教学要求教学目标源于课程标准,评价设计先于教学设计,教学全程指向学生学习结果的质量。学习结果的质量不仅仅是分数,更要加倍关注的是标准、教学、评价的一致性。本文以“自然地理环境的整体性”一节为例谈谈在具体的教学实践中如何做到“标准—教学—评价”的一致性。一、课题名称自然地理环境的整体性二、课程标准举例说明某自然地理要素在地理环境形成和演变中的作用;举例说明自然地理环境各要素的相互作用,
As Professor Cui Yun-ning of East China Normal University said: Teaching is a field full of problems, “Why teach ” “What to teach ” “How to teach ” and “To what extent should teach ” should be in the field Four core issues. However, after the issuance of the national curriculum standard, the curriculum standard requires that teachers should “think like experts” to consider the above four issues in a unified and consistent manner and make the correct decision. This is what is called curriculum standard-based teaching. Teaching Requirements Based on Curriculum Standards The teaching objectives are derived from curricular standards, evaluation design precedes teaching design, and the teaching points to the quality of students’ learning outcomes. The quality of learning outcomes is not only a fraction, but more important is the standard, teaching, evaluation of the consistency. This article takes the section of “The Integrity of Natural Geography Environment” as an example to discuss how to make “standard - teaching - evaluation” consistency in specific teaching practice. First, the subject name of the natural geographical environment integrity Second, the curriculum standards to illustrate a natural geographical elements in the formation and evolution of geographical environment role; an example of the interaction of the various elements of the natural geographical environment,