论文部分内容阅读
近期,笔者以苏教版四年级下册《三顾茅庐》一文参加了一项省级赛课,历时近一个月,收获颇多。经过几轮磨课,手中最后一稿的教学设计与首次教案相比已经面目全非,心中不由感慨万分。一次次冥思苦想,修改教学设计,提高了自己的教研水平。专家一轮轮的辅导,我去粗取精,完成了课堂角色的转变,带来了教学目标的精确、教学内容的合宜和几乎完美的教学效果。赛课后,我进行了反思:“磨课”究竟“磨”去了什么?又“磨”出了什么呢?一、“磨”去什么回顾自己的磨课过程,相同内容的教学设计不少于五
Recently, the author of the fourth edition of the Sujiao version of the book “Looked at the cottage” article participated in a provincial class, which lasted nearly a month, a lot of gains. After several rounds of grinding class, the last draft of the teaching design has been beyond recognition of the first lesson plans, heart could not help feeling very much. Again and again think hard, modify the teaching design, improve their teaching and research level. A round of counseling experts, I went to crude and refined to complete the role of the classroom changes, bringing the teaching objectives of the precise, appropriate teaching content and almost perfect teaching effect. After the class, I conducted a reflection: Process, the same content of the teaching design of not less than five