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1.
"同课异构"的误区分析 总被引：1，自引：0，他引：1
"同课异构"作为校本教研活动,既有利于教师切磋交流、共探规律,实现目标;又有利于教师各显本领、各展所长;让教学异彩纷呈,方式多样.但在实践中,有些教师念歪了经,或盲目求"异",或为"异"而"异",或重"同"轻"异",或独自求"异",等等.这些作法都使"同课异构"走入误区,不能有效发挥作用. 相似文献
2.
薄伟英 《教育研究与评论(中学教育教学版)》2014,(2)
正时下,许多学校都会开展同课异构教学研讨活动。所谓"同课异构",是指针对同一教学内容,由不同教师分别执教,或由一位教师先后两次以上执教(本文探讨的多为前者)。同课异构教学研讨活动,给执教教师提供了展示和成长的舞台,给观课教师提供了一个交流和对话的平台。那么,如何认识并处理同课异构中的"同"与"异"呢?笔者谈几点思考。一、"同解"教学文本说起同课异构,不少教师认为,就是要对同一教学内容解读出不一样的"哈姆雷特"。 相似文献
3.
《校园英语(教研版)》2015,(29)
"同课异构"活动的开展有助于提升教育质量、提高教学效益及教师专业成长。"同课异构"的教研形式,可以引发参与者教学智慧的碰撞,在对教材的把握和教学方法的设计上强调"同中求异、异中求同",彰显教师的教学个性,真正体现了教学资源共享、优势互补。 相似文献
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本文根据当前的"同课异构"教研实践,并结合当前学者及一线教师对"同课异构"的理论研究,提出了五点粗浅之见:"异构"必先"同课";"异"需课前早"构";"课"求大放"异"彩;"异"要师生共评;"异"贵迁移应用。 相似文献
6.
正主题式同课异构的"同课"是指选用"同主题同课例","异构"要保证异构不异法,是在校情、学情、执教者、教学经验等诸多不同因素下,由执教者进行深度网状备课,采取批注式阅读、情感式朗读等教学策略,呈现一节节风格迥异的、令听课者眼前一亮的好课。该活动是依据建构主义学习理论中的学习共同体思想,通过同学科教师开展的一系列"课例→研讨→再课例→再研讨"的活动,让每位同学科教师参与听、观、议、评、磨及备课等交流探讨活动,实现互 相似文献
7.
杨晓丽 《成都教育学院学报》2014,28(12):120-123
随着新课程改革的深入推进,需要教师之间进行交流、实践、研究和反思,而其中的一个有效途径就是"同课异构"。文章结合学校的校本教研活动和教学过程中的实践,以高中思想政治课"传统文化的继承"为案例探讨在"同课异构"教学活动中的实践以及自己的思考。"同课异构"的最终目的是为了采取最优化的方式去推动教学质量的提升,"同课异构"的活动方式应多样化;在"同课异构"教学活动中,教师应由封闭走向开放、由被动走向主动,通过教师之间的对话与合作,实现教师与学生的"双赢",促进教学质量的提升。 相似文献
8.
万昱 《黔南民族师范学院学报》2014,(6):70-73
开展同课异构活动是提高教研活动、促进教师专业发展、提高教学质量的有效途径。同课异构模式作为一种相对较新的教育教学手段对于教师专业化发展具有较大的推动作用。结合教学实践,对于同课异构模式在促进教师专业发展的策略与提高中学语文课堂教学效果等方面进行了相应研究。 相似文献
9.
《中学语文(读写新空间)》2015,(24)
<正>近年来,同课异构在学校教育中是受到普遍推崇的教学研究形式之一,借助这一活动,能为教师从不同角度探索多样化课堂教学开辟广阔空间,加速教师的成长。然而,目前人们在同课异构的实践中,大都停留在课堂教学中教学模式"同"与"异",甚至只是教学活动安排的顺序有所异同,缺乏个性化的教学安排,因此制约了同课异构的深化和提升。本校在这方面开展得较早,积累了一些有益的做法。如甲设计的教学目标是: 相似文献
10.
朱毅鸿 《福建基础教育研究》2013,(11):74-75
同课异构是指同一教学内容,由不同教师以不同教学方式呈现。同课异构是近年来较多采用的一种教研活动形式,有利于促进教师专业成长。但也存在流于形式、缺乏针对性等问题。本文是笔者对开展同课异构生物学教研活动的思考与尝试,供同行探讨商榷。 相似文献
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高校思想政治理论课集体备课探究——以《毛泽东思想和中国特色社会主义理论体系概论》课程为例 总被引：1，自引：1，他引：0
通过自制问卷对集体备课在《毛泽东思想和中国特色社会主义理论体系概论》教学中的作用进行调研,证实集体备课可以有效提高《毛特论》课程的教学实效性。具有减轻个体备课压力,集思广益,取长补短,强化教师之间的团队合作精神,实现资源共享的作用。 相似文献
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信息技术学科"一中心两支点"教研模式,是指以促进学生发展为中心,以集体备课和课题研究为支点的校本教研模式,具体策略包括:优化教学设计,发挥育人价值;扎实集备研讨,发展教育智慧;开展项目学习,专注学生发展;构建多元评价,实现以评促学;借力问题研讨,引领专业成长。 相似文献
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Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children. 相似文献
14.
Pei-Shan Tsai Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):614-625
This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely “technology support,” “knowledge transmission,” “learning facilitation,” and “supporting students to learn.” This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions. 相似文献
15.
The `Vinson Report' on Public Education in NSW has become received wisdom. The report's recommendation on class sizes has attracted more attention than any other. This is unfortunate because it is on this issue that the Report is weakest. A thorough appraisal of the research on class sizes reveals that many studies have methodological problems that make their application in a real world context doubtful; many studies have introduced other reforms such as curriculum changes at the same time as class size reduction, making their individual effects impossible to determine; the large majority of studies have found no significant effects of class size on student achievement, while the remainder have shown small benefits, usually only when classes have less than 20 students; class size has less effect when teachers are competent; and the single most important influence on student achievement is teacher quality. Research shows unequivocally that it is far more valuable, both in educational and fiscal terms, to have good teachers than lots of teachers. It must be ensured that the current and incoming teaching force is the best it can be, before seeking to expand it.Key Words: child development, class size, public education, student achievement, teacher quality, teaching methods 相似文献
16.
This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal interviews. The results showed that the majority of the student teachers reflected on their teaching at surface and pedagogical levels, and only a few of them critically reflected on their teaching in LCs. Although the student teachers acknowledged the positive roles of LCs in terms of collective wisdom, constructive suggestions from peers and peers’ emotional support in their reflective practice, they believed that some Confucian-based cultural factors, such as reliance on authority, giving/saving face, and maintaining harmonious social relationship, constrained their reflective practice, particularly when they had to make decisions or were confronted with conflicting views. 相似文献
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选取"一师一优课一课一名师"评估活动中的一节部级优课,利用基于信息技术的互动分析编码系统(ITIAS),对课堂教学行为做频数分析和矩阵分析,了解课堂氛围、课堂教学结构、教师言语、师生问答、技术使用及动态特征曲线等情况。研究发现:在这一节部级优课中,信息技术与教学深度融合,教学效果良好;课堂教学气氛融洽,师生之间情感深厚;教师注重鼓励学生,学生自信心和成就感有所提升;教学方法灵活多样,学生的问题解决能力有了长足的发展。这启示教师在提升智慧课堂教学质量和信息化教学能力时,应灵活运用信息技术与数字化资源;合理安排教学设计,注重师生之间教学交互;把握课堂教学节奏,营造良好课堂氛围。 相似文献
18.
宁新昌 《渭南师范学院学报》2005,20(1):36-38
在马克思主义哲学教学中，可以贯穿一些“问题”．以便启发学生去“思”、去思考。如哲学的基本问题，实事求是的人文关怀问题，辩证法的人文情意问题，认识论的“转识成智”问题，人的存在和本质问题，马克思主义和中国文化的关系问题，马克思主义和西方哲学的关系问题，“三个代表”的意义等。哲学的本质作用是教人去“思”。如果说在教学中学生和老师能一道去“思”、去思考一些问题，那么学生就会感觉到哲学距离他们并不很远，而和他们的存在、他们的生活密切相关。 相似文献
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王辉 《青岛职业技术学院学报》2007,20(3):44-46
本文记叙了青岛第四十一中学教学管理及校本研训过程中的实际做法,即依托大学教育资源成立教师发展学校,依托专家,进行以"一课多人上"的课堂实录为主载体的评课式研讨;以"同课异构"式的集体备课为主载体的备课式研讨;开展以读好书写随笔为主要形式的教师自我研训;以及开展以生成性问题为中心问题的"行动教学研究"等校本研训活动。并对开展校本研训取得的效果进行反思。 相似文献
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李万里 《漯河职业技术学院学报》2007,6(1):153-155
说课在教学的诸多领域得到广泛应用,成为促进教师专业发展、教育智慧生成的有效途径.在现代教育技术条件下,说课的中介和形式都发生了新的变化,说课时除了体现常规说课的基本要求之外,还要突出现代教育技术的作用,更要利用现代教育技术提高说课艺术. 相似文献