论文部分内容阅读
教材是课堂教学的主要资源,但不是唯一资源。教师要认真研究教材,敢于质疑教材,科学合理使用教材。以现行苏教版高中化学教材为例,将教材中对知识的介绍及呈现方式存在的不当之处归纳为以下三种情况:知识超前型、知识模糊型、知识“空降”型。提出了在实际教学过程中的应对策略。
Teaching materials are the main resources of classroom teaching, but not the only resource. Teachers should carefully study textbooks, dare to question textbooks, scientific and rational use of textbooks. Taking the existing version of the high school chemistry textbook of the Soviet version as an example, this paper summarizes the following three cases about the introduction and presentation of knowledge in textbooks: advanced knowledge, fuzzy knowledge and knowledge. Put forward the countermeasures in the actual teaching process.