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完整的课程逻辑链条是这样的:确定课程目标→编制教材内容→分解课时内容→课堂教学实施。平时,一线教师只负责链条的最末端,但具备课程视野的老师会回到源头去思考:为什么学——数学学科的教育价值到底是什么?学什么——怎样的课程内容更能满足学生的发展需求?怎么学——怎样才能让学生学会、会学、乐学?为什么学曾在报纸上读到一则新闻。某名企招聘应届硕士研究生,面试官提问:中国一年大约消耗多少只高尔夫球?大多数应聘者傻眼了,直到有一个人
The complete logical course of the course is like this: Determine the course goal → Compile the teaching material content → Decompose the content of class time → Carry out the classroom instruction. Normally, front-line teachers are only responsible for the very end of the chain, but teachers with a curriculum perspective will come back to the source to think about why learning - what is the educational value of maths? What to learn - what course content better satisfies students How to learn - How can we let students learn, learn, and learn music? Why did we learn to read a piece of news in the newspaper? A company recruits a current master graduate student, the interviewer asks: How many golf balls China consumes about a year? Most applicants dumbfounded until there is a person