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最近,我观摩了近20节课,着重关注课堂时间的有效把握。发现有的教师能着眼于学生的发展,切切实实向40分钟要效益;而有的教师上课看似忙忙碌碌,实则在不经意间造成了课堂教学时间的浪费。现将课堂时间隐性流失的现象加以罗列并对其原因加以分析。一、教材研究的肤浅化课堂教学的效果好差如何很大程度上取决于对教材研究的深浅。只有对教材进行深入研读,才能读懂文本背后的东西,才能着眼于学生的发展;而只对教材进行浅表化的阅读,往往不能把握教材编排的精妙之处,更不要谈对教材的创造性使用了。正因为对教材的浅层次的理解,再加上处理方法的简单,课堂教学时间的不经意流失就势在必然了。
Recently, I watched nearly 20 classes, focusing on the effective grasp of class time. Found that some teachers can focus on the development of students, effectively 40 minutes to benefit; and some teachers seem busy classes, but in fact caused a waste of classroom teaching time. The phenomenon of tacit loss in class time is now listed and its causes analyzed. First, the superficial teaching material The effect of poor classroom teaching how to a great extent depends on the depth of the textbook. Only by studying the textbook in depth can we understand what is behind the text and focus on the development of the students. However, reading the textbook for superficial reading often can not grasp the exquisiteness of the textbook's arrangement, not to mention the creativity of the textbook used. It is precisely because of the shallow understanding of teaching materials, coupled with the simple method of treatment, the casual loss of classroom teaching time is inevitable.