论文部分内容阅读
思想品德的课堂是否高效,教学目标是主要的评价标准,而将其落实到具体的指标,则可以从课堂过程的参与者(学生和教师)以及课堂的教学效果这两个维度三个方面着眼。比如,学生课堂主体性的发挥,学生的听课态度,学习的参与度等;教师引导作用的发挥,如精心的教学设计,情境的创设,问题的设置,教学状态、教学特色等;教学目标的实现效果,如情感态度价值观是否产生共鸣,学生的学习能力是否得到可持续发展与提升,学生对知识的掌握是否完整。
Whether the class of ideological and morality is efficient or not, and the teaching goal is the main evaluation criterion, can be implemented from the perspectives of participants in the classroom process (students and teachers) and classroom teaching effects . For example, the students play the subjectivity of the class, students listening attitude, participation in learning; teachers play a leading role, such as elaborate teaching design, the creation of situations, the problem setting, teaching status, teaching characteristics; teaching objectives To achieve results, such as the emotional attitude of the values of resonance, whether the students’ learning ability to be sustainable development and upgrading, the students grasp of knowledge is complete.