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大单元教学依照“理解为先模式”,采用“逆向设计”,确保理解和学习迁移的目标可以评估,能够落到教学实处。相对于单篇教学,它有如下优势：在确定目标阶段,提炼大概念,明确结构化的学习结果,进一步将教学目标拆分为学习迁移、意义理解、掌握知能三个方面,为设计评估和教学活动指明方向;在设计评价阶段,针对预期学习结果设计评价方案,找到能够证明学生是否真正理解和可以迁移的可靠证据;在教学设计阶段,根据学情,确定教学难点,按照“感—知—感—知”和“总—分—总”的原则规划教学过程。大单元教学不是绕开单篇,而是从课程高度、从促进学生学的角度,充分挖掘单篇的教学价值,所以,比单篇教学更具实践优势。 相似文献
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基于“语文学科大概念”的单元教学项目化设计主要通过“概念提炼—概念外显—概念转化—概念反思—概念建构”来实现。概念的提炼来源有课标、知能目标、学生情况等。拆分“学科大概念”以明晰具体学习目标,实现概念外显。概念转化即将相关概念转化为问题、任务。学生对概念理解程度的反思须贯穿学习全过程,评价量表这一反思工具在其中有重要作用。学生通常会在完成学习任务的过程中建构概念,因此学习任务须立足培养读写能力,指向核心知识,凸显思维能力水平螺旋式提升的过程。 相似文献
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在大概念视域下进行单元整体教学设计,有利于学生以“大概念”为关联点整合学习经验,积累语言,提升审美和思维水平,理解传统文化,进而破解文言文教学的常见难题。具体包括：综合课标、教材和学情等因素提取大概念;紧扣大概念设计单元目标;结合大概念解读文本、精选知识以确定教学内容;在评价设计中,注重考查学生对“大概念”的理解程度和迁移能力;在过程设计中,注重创设情境和任务来引导学生关注“意”“法”间的关联,深读文本。 相似文献
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“单元一课时”教学设计通过分析“主题—单元—课时”的数学知识和核心素养联系,促进学生对学习内容的整体理解与把握.这要求教师整合主题,体现内容的结构化.具体教学中,教师可解析单元内容、目标,基于教学问题诊断及教学支持条件分析,制订课时目标,明确教学重难点,按照“提出问题—获得概念—研究性质—尝试应用—概括总结”的流程实施教学,注重情境创设,突出探究过程,深化研究路径,发展学生空间观念、几何直观和推理能力,逐步培育学生的核心素养. 相似文献
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推进义务教育英语学科“教—学—评”一体化设计与实施是指教师围绕义务教育英语课程目标,设计并开展学习目标、学习活动、学习评价相一致的有效教学,通过对学生英语学习过程和结果的评价,监测教和学对课程目标的达成度,实现以学定教、以教定评,以评促学,形成“教—学—评”一体化学科育人实践,落实核心素养培养目标。本文以人教版英语八年级上册第七单元Will people have robots?的教学实践为例,具体阐述如何在单元教学中开展“教—学—评”一体化设计,并探索在具体课时中的教学实施方式。 相似文献
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朱德江 《教学月刊(小学版)》2023,(5):12-15
深度学习有助于促进学生实现知识的迁移应用。深度学习之深,体现在“入学、真学、深学”的过程中。具体来说,深在高度投入的学习状态、真实发生的学习过程、实现理解迁移的学习结果。教学中,要把握深度学习的“三学”内涵特征,重塑学教关系、学习内容、学习方式和课堂样态,促进学生从“浅层学习”走向“深度学习”。 相似文献
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一、“读—思—议—导—练”教学基本模式框架 这种教学模式的框架可以简单描述为:读,指带着问题读课文,可以是让学生自读,也可以是听读,问题一般由教师设计,根据课文和教学进程确定设问的目的性、指向性以及程度。思,指阅读课文过程中以及读后的思维活动,包括联想、想象等形象思维方法和比较、判断、分析、综合、推理,由具体到抽象,又由抽象到具体等逻辑思维方法。概而言之,即对语言文字的理解、体会和认识。议,指交流和讨论所获取的理解、体会 相似文献
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<正>《义务教育语文课程标准（2022年版）》（以下简称“2022版课标”）指出：“教师应树立‘教—学—评’一体化的意识,科学选择评价方式,合理使用评价工具,妥善运用评价语言,注重鼓励学生,激发学习积极性。”然而,在语文教学中,不少教师存在以下问题：由于对“教—学—评”一体化的内涵理解不深,教学评价内容偏重知识,不能指向学生素养持续发展;教学评价方式单向开展,不利于学生主体作用发挥;教学评价侧重诊断,教、学、评相对割裂。这些问题挫伤了学生语文学习的积极性, 相似文献
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教师教学计划决策是指教师在教学实施前所做出的一系列教学选择。本研究试图回答两个问题:教师在教学计划决策时所关注要素的内容和特点有哪些,以及教师在进行教学计划决策时的主要依据是什么。研究结果表明,在对象、内容、方法和评价这四个主要要素中,教师教学计划决策最关注的是教学内容,而对教学对象关注的目的是完成教学内容。教师教学决策的主要依据是教师知识、教师信念和实践经验,集中表现为教师的教学价值取向。 相似文献
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“三动”互助式教学即个别带动、小组互动和全体联动相结合,通俗地说就是传、帮、带的互助式教学,是指教师在向学生传授知识和技能时,让先掌握的一部分学生将知识和技能进一步传授给没有掌握的学生,带动他们也学会本堂课的知识和技能的一种互助式教学方式。该方式对提高课堂教学效率具有十分重要的作用。文章以中职计算机课程中的Python为例,就课前谋动、课中实动、课后思动中的“三动”互助式教学的具体运用进行探讨。 相似文献
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在思想政治课教学过程中,教师的主导作用不可否认.然而,其教学效果的提高受到学生家庭、社会等外部因素的影响,这给思想政治课的教学带来了一定的难度.政治课的教学过程同样是知、情、意、行的发展过程,所以教师在教学过程中就应该从知行统一,理论联系实际,熟练掌握教材三方面入手,充分调动学生的学习积极性,提高思想政治课教学效果. 相似文献
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Barbara L. Martin 《Performance Improvement Quarterly》1990,3(4):53-73
Do teachers who have a formal educational background in instructional systems design (ISD) differ from those who do not in how they plan and implement instruction? This question guided this pilot study of ten volunteer teachers, five who had formal education in ISD and five who did not. An open and closed item questionnaire was sent to each subject and follow-up interviews were conducted. Teachers were asked about their general planning practices, written planning procedures, mental planning, and how they implement instruction based on their plans. Results indicated that nine of the ten teachers use general ISD skills and processes in planning. Teachers reported that they (a) analyzed learners' needs and abilities, and (b) used objectives to guide the instructional process, specifically for selecting learning activities and evaluation. While there were no major differences between the two groups in their submitted daily plans, the teachers with instructional design backgrounds were more specific in their open-ended responses about the use of instructional design for some aspects of planning (e.g., using hierarchies and taxonomies to sequence instruction), and the importance of consistency among objectives, learning activities, and evaluation. In addition, four of the five ISD teachers believed that knowledge of ISD has improved both their planning processes and their teaching. Because major differences between the two groups were not observed, much of the article focuses on teacher planning processes in general. 相似文献
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新课改背景下,学生有了更多的自我发挥空间,阅读教学改革与创新迫在眉睫。实践证明,进行高中语文阅读教学时,少教多学教学模式的应用,更有利于转化教师角色,减少教师对学生的知识灌输,提升学生的语文综合素养。文章基于高中语文阅读教学,对少教多学教学模式的具体应用进行详细的研究和分析。 相似文献
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Mothers' views of what they teach their preschoolers in everyday situations and their beliefs about the importance of teaching particular kinds of skills were explored. Middle class mothers of 3-, 4-, and 5-year-old children were asked to identify situations/activities in which they intentionally set out to teach their child and situations/activities in which teaching occurs incidental to some other goal. Most mothers reported teaching both cognitive/academic and social/life skills, but they differed in the relative emphases they put on each type. Few mothers spontaneously reported teaching metacognitive skills, although when specifically asked whether they taught any "learning-to-learn" skills they indicated that they did. Nevertheless, the skills they identified were lower-level process skills such as listening and paying attention rather than higher-level self-regulatory skills such as planning and monitoring progress. Some educators have questioned the extent to which parents are aware of and take advantage of the opportunities for teaching afforded by everyday interactions with their children. The present results suggest that this need not be a concern with respect to middle class families in the cognitive and social domains but that it is of concern in the metacognitive domain. It seems clear that there should be an increased emphasis in parent education programs and materials on how and why to foster metacognition. 相似文献
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反思型教师教学行为特点研究 总被引：28，自引：0，他引：28
反思型教师在教学行为上具有以下特点 :在教学过程中 ,不仅与教材对话、与学生对话 ,而且特别强调与自己对话 ;既重视教学的科学层面 ,更关注教学的艺术层面 ;自觉地把教学过程中形成的隐性知识显性化 ,使其成为一种明确的知识 ;主张人人都是研究者。 相似文献
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Malcolm G. Eley 《Higher Education》2006,51(2):191-214
Teachers’ conceptions of teaching, and broad approaches to teaching reported by teachers are both commonly found to range
from teaching as information transmission, through to teaching as supporting students’ own knowledge constructions. Further,
conceptions and approaches have been found to correlate, suggesting that there might be some functional relationship between
conceptions and actual teaching practices. But in teacher conception research, participants are commonly asked in interview
to reflect on teaching generally, and not to report on particular teaching episodes. The conceptions reported might thus actually
be post hoc reflections on past experience, and not indications of detailed functional decision steps. In work reported here, teachers
described their reasoning when planning recent teaching episodes. Were higher level conceptions of teaching directly involved
in these teachers’ detailed planning, then some vestige of that might be expected to manifest. While student-centredness varied,
teacher thinking during actual planning seemed more about contextually localised models of what students might do, than about
evoking general conceptions of teaching. The constraints that this finding places on the interpretation of conceptions of
teaching, and possible implications for teacher development, are discussed. 相似文献
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王安 《江苏经贸职业技术学院学报》2012,(3):76-79
高校教师应树立新的教学理念,以教学学术理念为指导,将原有"简单的知识传授者"角色转变为"教学实践的行动研究者"角色。可通过有效交往提升学生的学习兴趣、学习运用多种教学模式及策略发挥学生的主体作用、发挥教师模范作用等途径,提高课堂教学质量。 相似文献
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为培养动手操作能力强,并具备一定创新能力的高素质的会计专业人才,高职院校必须推动会计专业教学改革,构建认知、实训、创新一体化教学模式。高职院校会计专业可通过以下方式打造新型教学模式,提高教学质量:做好教学规划,建立校内外实训基地,打造“双师型”教师队伍,开展创新型实践教学。 相似文献