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课堂教学中,教师对学习起点的有效把握,应该体现为教材内容与学生经验的高度契合,偏离了两者中的任何一方,都必将导致“起点的模糊化”。品德与生活《坐立走有精神》一课的教学,为了较准确地把握学习起点,运用观察法和谈话法开展了学情前测:关注学生的已有经验,把握学生的年龄特点,满足学生的成功需求,在此基础上,甄选教学资源,创设教学情境,实施教学评价。
In classroom teaching, teachers ’effective grasp of the starting point of learning should be reflected in the high conformity of teaching materials and students’ experience, and deviations from either of them will inevitably lead to the “fuzzification of starting point”. In order to grasp the starting point of study more accurately, use the observation method and conversation method to carry out the pre-test of learning condition: paying attention to the students’ existing experience, grasping the age characteristics of the students and satisfying On the basis of this, students should select teaching resources, create teaching situations and implement teaching evaluation.