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亲爱的读者朋友,经过近半年来广大新课程实验教师与我们的共同努力,2003年“新课程优秀教学设计与课例研究专辑”(初中部分)终于和大家见面了。本专辑共分三个部分:第一部分是北京教育科学研究院原副院长文教授撰写的《关于教学设计的若干思考》。文章强调了:当前,我们应该对教学设计有一个新的、全面的认识,教学设计其实是一种教学构想,是以问题为核心的。它在课堂教学中具有许多变数和不确定性,需要教师随时调整教学设计思路,采取应变策略应对新发生的各种问题,真正达到有效教学的目的。第二部分为“课例研究”,由一段引言和四个课例组成,涉及初中数学、化学和科学等学科。细读这些课例,能让我们初步感知:怎样进行课例研究?怎样基于真实情境进行“问题—解决”教学?教师该为学生的探究提供怎样的支持?教师如何引发和应对学生提出的问题?进而思考:什么样的探究是基于学科本质的、真正意义上的探究?怎样区别实质探究和形式探究?等等。第三部分为“教学设计”,由16篇文章组成,涉及初中语文、数学、科学、物理、化学、历史与社会、历史、地理、思想政治、艺术和综合实践活动等学科。这些教学设计是本刊在近几个月里从所征集的近千篇新课程优秀案例中遴选出来的,它从一定层面上反映了不少实验教师经过近两?
Dear reader friend, after nearly six months of the vast majority of new curriculum experimental teachers and our joint efforts, in 2003 the “New Curriculum Outstanding Teaching Design and Case Study Album” (junior high school part) finally meet you. The album is divided into three parts: The first part is written by the former vice president of Beijing Institute of Education Professor Wen “writing on the design of a number of thinking.” The article emphasizes: At present, we should have a new, comprehensive understanding of instructional design. Instructional design is actually a kind of teaching concept, which is based on the problem. It has many variables and uncertainties in the classroom teaching, teachers need to adjust the teaching design ideas at any time, to take contingency strategies to deal with the emerging problems, and truly achieve the purpose of effective teaching. The second part is the “case study”, which consists of an introduction and four lesson plans, covering junior high school mathematics, chemistry and science. A closer look at these lessons will give us an initial insight into how to conduct case studies and how to conduct “problem-solving” teaching based on real situations. How should teachers support student inquiry? How can teachers initiate and respond to students’ questions? And then think: what kind of inquiry is based on the nature of the subject, the real sense of inquiry? How to distinguish between substantive inquiry and formal inquiry? The third part, “Instructional Design,” consists of 16 articles covering subjects such as junior high school language, mathematics, science, physics, chemistry, history and society, history, geography, ideological politics, art and integrated practice activities. These teaching design is our selection in recent months from nearly a thousand outstanding cases of new courses, which reflects a certain level of many experimental teachers after nearly two?