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当前,名称各异的高效课堂层出不穷,课堂虽然“活跃”了,但学生思维含量低的现象并没有明显改善。阿基米德曾说,“给我一个支点,我能撬起地球。”而撬动学生思维,同样需要一个支点,它在很大程度上决定着学生思维的深度和广度。如何构筑思维支点?笔者认为,借助“活动项目”是有效途径之一。活动项目应围绕目标展开,思维指向明确,设计合理的问题梯度,从而捕捉学生思维关键点并适时点拨。本文以“洋流分布规律”同课异构的教学片断为例;探寻课堂教学思维支点具有的共性特征和构筑思维支点所应遵循的基本理念。
At present, there are many efficient classrooms with different names. Although the classroom is “active”, the phenomenon of low student thinking has not been significantly improved. Archimedes said, “Give me a fulcrum, I can pry the earth. ” Leveraging the student’s thinking, the same need for a fulcrum, it largely determines the depth and breadth of student thinking. How to build the fulcrum of thinking? I believe that with “activities ” is one of the effective ways. Activities should focus on the objectives of the project, the thinking point to a clear, well-designed gradient of the problem, so as to capture the key points of students thinking and timely dialed. In this paper, we take the teaching fragment of heterogeneity in the law of ocean current distribution as an example, and explore the common characteristics of the fulcrum of classroom teaching thinking and the basic concepts to be followed in building the fulcrum of thinking.