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我是一名农村边远地区的化学教师,从事初中化学教学已经13个年头了。我们一直用传统的课堂教学模式,课堂导入多是复习回顾已学过的相关知识和内容;教学过程中通常就是教师举例子,讲解重难点,学生多是被动接受后强化训练;之后是课后习题、章节测试来了解、落实学生对知识的掌握情况。整个过程中,老师扮演主角,传道授业解惑,学生被动接受、模仿,学习兴趣不高,达不到最优的教学效果。突入一夜春风来,课程改革的号角响彻神州大地,课程改革
I am a chemistry teacher in a remote rural area. I have been teaching chemistry in junior high school for 13 years. We have been using the traditional classroom teaching mode, the introduction of more than the classroom review review has been learned about the relevant knowledge and content; teaching process is usually the teacher for example, to explain heavy and difficult points, students are mostly passive acceptance of intensive training; followed by after-school Exercises, chapter testing to understand and implement the students grasp of knowledge. Throughout the process, the teacher plays a leading role, preaching preaching doubts, passive acceptance of students, imitation, learning interest is not high, less than the best teaching results. Suddenly into the spring breeze, the trumpets of the course of reform resounded throughout the land, curriculum reform