共查询到20条相似文献，搜索用时 341 毫秒
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课堂上的幽默,是点燃学生智慧火花的艺术.教学中,我注意使自己的语音风趣、幽默,尽量把课上得生动形象,妙趣横生,让学生在笑声中得到启示,受到教育,获得知识. 《老山界》这篇课文中有这样一段话:“黎明时候被人推醒,说是准备出发,山下有人送饭上来,不管三七二十一,抢了一碗就吃.” 相似文献
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每一位做语文教师的都希望自己能顺顺利利地上完课。以往的我便是如此,尤其是到了要上公开课的时候,更是如临大敌,课前与学生反复统一口径,还要学生做好充分的课前准备,好在上课时给人予一种师生共乐、和谐平等的感觉。可自从上了《三袋麦子》这一课后,我幡然醒悟:课堂是教师、学生互动交往的场所,每一节课都是不可重复的激情与智慧的综合生成的过程。如果忽视课堂中与学生的不断对话、调适,将课堂囿于严格的封闭状态,则必然违背了课程的终极目标。我们经常会有这样的体会,预设的教学计划同课堂的真实情境经常存在着某些偏差。而这种偏差正… 相似文献
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一、智慧导入课堂——开始生成智慧生成智慧的课堂应该有一个智慧的导入环节,立足于学生的认知能力、生活经验,通过创设生动的导课教学情境来调动学生学习的积极性,点燃学生智慧的火花。例如,我在教学“24时计时法”一课时,设计了这样的导人环节：将原本安排在课尾的“你知道吗？”这一部分内容重新整合,调整到课前的导入。告诉学生“从卉到今,人们计时方法和计时工具的每一次改进就预示着科学的每一次进步。从水钟、影钟、沙漏一直到我们现在所发明的钟表,计时越来越准确。”在解说时,我随机利用钟表引出本节课学习要用到的钟面。整个过程细腻、流畅,犹如行云流水,学生在这样一个充满智慧的课堂导人环节上,学习兴趣的火花立即被点燃。 相似文献
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教学《劳动成果要珍惜》一课时,我让学生课前调查、收集身边发生的不珍惜劳动成果的事情,以便课堂上能达到引导学生感受劳动者的辛劳,懂得怎样珍惜劳动成果的教学目标。其中有1个小组调查了这样一件事情:荣昌广场是龙游县重要的利民工程,由县政府出资建设,可以说是全县人 相似文献
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胡乔翰 《教育前沿(综合版)》2014,(1)
正我校从2012年元月开始,初、高中全面推行《生本智慧高效课堂》教学改革,目前已经取得了可喜的成绩,基本上得到了学生、家长和社会的肯定。《生本智慧高效课堂》教学具有这样的特征:课前,教师导学,学生自学,学生在导学案的引领下主动学习和探究课本知识,培养自主学习能力。课中,学生对学、群学、教师导学,学生的学习能力、创新能力和交流合作能力得到培养;自学交流,让 相似文献
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华应龙老师是一位行走在小学数学课堂上的教学艺术大师。他总是在不停的挑战与创造中用一个个灵动的课例让人惊羡,让听课老师赞叹“我怎么没想到”,让学生生发出“想不出后面会发生什么”的评价。下面我们就以华老师的《圆的认识》一课为例,欣赏这种前路未知的课堂结构,体味学生在这样的课堂上无尽的思考。 相似文献
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陈家发 《中国小学语文教学论坛》2004,(32)
利用文末开课。如讲授《故乡》这篇小说,一上课,我说:“同学们,今天学习《故乡》这一课。‘我想:希望本无所谓有,无所谓无的。这正如地上的路;其实地上本没有路,走的人多了,也便成了路。’在众多走路者中,鲁迅是走在最前列的人之一,让我们踏着走路者的脚印慢慢地沿‘路’欣赏鲁迅先生的《故乡》吧!”学生刚看完课文,我就发现许多学生脸上挂着甜甜的微笑。那是他们对我开课的话语的回应,看来他们已感受到学习语文的乐趣。借用文末析课。在全班学生刚读完《藤野先生》这篇散文时,我就借用文末一句,引导学生分析课文中的人物:“同学们,请看课文… 相似文献
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很多人都喜欢把课堂说得很神 秘,要制造课堂氛围,要体现教学艺 术,要这样要那样。到最后,什么都想 到了,就是忘记了真实。 最近,笔者有幸参加一次课堂教 学评比活动,同时聆听两位老师执教 《雨点》一课,他们在课结尾时的不同 处理,让我感触颇深。 A老师上完课后问学生:"你们 想去寻找雨点吗?"学生说"想",老师 相似文献
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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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