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教学反思方法的科学有效,决定了教学反思的优劣成败和品位的高低。教无定法,同样,反思也无定法,因不同的对象,事物发展的不同阶段、环节,需要根据变化了的对象、过程采取不同的方法。一、适合不同教龄年龄的层次化要求教学反思,有一些基本的、常规的要求,但并不意味着方法上的千篇一律、千人一面,应根据教龄、年龄的不同学识、不同能力而提出层次化的要求。1.新手型教师:反思技能掌握的策略掌握一些基本的教学反思方法,如文献研究法,观察法,比
The scientific and effective method of teaching reflection determines the pros and cons of teaching reflection and the level of taste. Teaching no law, the same, there is no law of reflection, because of different objects, different stages of development, links, need to change the process of objects, take a different approach. First, suitable for different levels of teaching age requirements Teaching reflection, there are some basic, conventional requirements, but does not mean that the method of stereotypes, one thousand people should be based on age, age, different knowledge, different levels of ability The requirements of the 1. Novice teachers: strategies to reflect on the skills to master Some basic teaching methods of reflection, such as literature research method, observation method, than