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在实施素质教育的今天,许多教学模式应运而生。学案导学模式就是在这种背景下形成的,它是以学案为载体,以导学为方法,教师的指导为主导,学生的自主学习为主体,师生共同合作完成教学任务的一种教学模式;洋思教学模式形成于上个世纪90年代,在新课改的背景下,又注入了新的活力,其特征可以归纳为八个字:先学后教、当堂训练。这两种模式对我们的教学都具有重要的借鉴意义。一、两种教学模式流程比较1.学案导学教学模式的一般流程(1)利用学案,明确目标。掌握学习理论最早是20世纪60年代由美国北海卡罗莱那大学的约翰·卡罗尔提出的。
In the implementation of quality education today, many teaching models came into being. It is based on the case study as the carrier, guided by the method, guided by the teacher as the main body, the student’s independent study as the main body, and the teacher and the student work together to complete the teaching task In the context of the new curriculum reform, a new vitality has also been injected into the teaching model of YangShi. Its characteristics can be summed up into eight characters: the first to teach and the second to be trained. Both of these two models have important reference for our teaching. First, the two teaching process comparison of the flow chart 1. The general process of teaching pattern of case study teaching (1) The use case, a clear goal. Mastering the theory of learning was first proposed by John Carroll of the University of North Carolina at North Carolina Sea in the 1960s.