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众所周知,备课时,教师应该去钻研教材、了解学生,并在此基础上选择合适的教法和学法。但一旦这些属于理论范畴的规定成为教师日常工作中的显形行为时,教师往往会忽视其中的一点:对学生学习心理、学习行为甚至包括学习现状的研究。我们过多的将时间花在了对教材的研读,对教法学法的研究上。而这样的做法会很容易导致我们美好的教学预设不能转化为令人心动的教学现实。最近我在听一节二年级的数学课时就遇到了这样的现象。
As we all know, preparing lessons, teachers should go to study materials, understand the students, and on this basis, select the appropriate teaching and learning method. However, once these provisions belonging to the theoretical category become explicit behaviors in the daily work of teachers, teachers tend to overlook one of the points: the study of students’ learning psychology, learning behavior and even learning status quo. We spend too much time on the study of teaching materials, research on the law of the Dharma. And such an approach will easily lead to our beautiful teaching preconception can not be transformed into exciting teaching reality. Recently I was experiencing this phenomenon when I was listening to a sophomore math class.