把握教学节奏,提高学生思维品质

Teaching rhythm modulation improves students′ thinking quality

课堂教学作为一门艺术,要提高课堂教学效果,增强教学感染力,必须注意课堂教学节奏的调控。由于课堂教学本质上是学生思维的活动,故教师有必要从思维角度出发去探讨教学节奏的调控策略。在查阅大量文献以及研读相关案例的基础上,依据课堂中学生思维发展的连续有序性,结合思维品质特点,就课堂中思维冷场、思维跳跃、思维偏离几种常见状况的节奏调节进行了详细探索分析,提出了难易适中、深浅适宜、张弛有度的解决策略,以期能够有效提高课堂教学效果。

Classroom teaching is an art, and the teachers are supposed to modulate the rhythm of classroom teaching to improve the effect and appeal of teaching. Classroom teaching is essentially the activity of students′ thinking, so it is necessary for teachers to explore the regulation strategy of teaching rhythm from the perspective of students′ thinking. Having consulted documents and studied relevant cases, taking into consideration the continuity and orderliness of students′ thinking development in classroom and the characteristics of thinking, the author makes a detailed analysis on the rhythm modulation of thinking awkward silence, thinking jump and thinking deviation. Finally, the paper proposes strategies which are of moderate difficulty, of appropriate suitability, and of reasonable tension and relaxation, with a hope to improve the classroom teaching effect.