论文部分内容阅读
导学案的使用渐渐让学生“活”了,从学生习惯的老师“喂饭”然后做作业,到如今的先做作业再教学。开始,学生显得很排斥,学生不能像以前那样,老师讲完了,提笔就做。现在,学生不读课本,“问题总结”“经验归纳”等内容根本做不了。每天都有学生问:“老师,导学案什么时候可以结束啊?”但不出一个周,大家开始尝到了这种“先批再讲,以学定教”教学方式的甜头,而且这种方式有着很大的优势:
The use of guide cases gradually allow students “living ”, from the habit of the teacher “feeding rice ” and then homework, to today’s first homework re-teaching. At the beginning, the students seemed very exclusive, the students could not, as before, the teacher finished, pick up the pen to do. Now, students do not read textbooks, “summary of the problem ” “experience ” and other content simply can not do. Every day a student asked: “Teacher, when can the case be ended?” But not for a week, we began to taste this kind of “pre-emptive remarks, to learn to teach” the sweetness of teaching methods , But this approach has great advantages: