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课堂教学改革的目的是为了让学生爱学习,会学习,提高教学效率和效益。但有时在具体操作过程中,教师不能很好地遵循学生的年龄特点和认识规律,实现教法与学法的优化和融合,在教学中出现了一些形式化的误区。误区一:对教材把握不深入,探究活动形式化。科学课多以探究活动为主,要求教师以引导者的身份引导学生去发现问题、猜想假设、设计实验,在明确实验目的与方法步骤的前提下,让学生
The purpose of classroom teaching reform is to allow students to love learning, learning, improve teaching efficiency and effectiveness. But sometimes in the concrete operation process, the teacher can not follow the student’s age characteristic and the law of cognition very well, realize the optimization and integration of the teaching method and the learning method, and there are some formal errors in the teaching. Misunderstanding one: grasp the teaching material is not in-depth, inquiry activities formalized. Science class and more to explore activities, requiring teachers to guide students as a guide to identify problems, guess assumptions, design experiments, in a clear experimental purpose and method steps under the premise of allowing students