论文部分内容阅读
北京十一学校教学模式引入笔者所在学校已经两年。从开始的质疑、困惑不适应到逐渐理解、慢慢适应,再到问题不断出现困惑无法突破,且行且思索,到现在的问题依然不断、困局有所突破,在不断的实践、反思、再尝试的过程中我们开始能够直面困难去研究解决问题。在两年的教学过程中逐渐认识到“十一模式”就是:从以往教学中管得过多,过严,统得过死与无为而治放得太开放中找到最佳的平衡点。就是合理科学的指导。其目的是有针对性的面对每一个活生生的个体,服务于不同个性化的学生。
It has been two years since Beijing's teaching model was introduced to the author's school. From the beginning of questioning, confusion does not adapt to gradually understand, slowly adapt to, and continue to emerge problems can not be a breakthrough, and thinking and thinking, the problem is still ongoing, the difficulties have been a breakthrough in constant practice, reflection, and then In the process of trying, we began to face the difficulties to study and solve the problem. In the course of two years of teaching, I gradually realized that “eleven patterns ” is: from the teaching in the past too much, too strict, dead and inaction too deadly and too open to find the best balance . Is a reasonable science guidance. The purpose is to face each living individual targeted, serving different personalized students.