语文教学的重要组成部分之一就是阅读教学,新课标提出“以学生为本”的教学理念,倡导自主合作和探究的学习方式,在此指导下,语文课堂上学生大多时间拿来“说”,而给“写”的时间却很少,更有甚者在课堂阅读教学中忽略了学的“记”。实际...语文教学的重要组成部分之一就是阅读教学,新课标提出“以学生为本”的教学理念,倡导自主合作和探究的学习方式,在此指导下,语文课堂上学生大多时间拿来“说”,而给“写”的时间却很少,更有甚者在课堂阅读教学中忽略了学的“记”。实际上,语文教学中的听、说、记之间应该是相互统一、相互促进、不矛盾的。批注式教学注重以学生为主体,把学生置于学习的主体地位上,引导学生独立地完成对课文的认识,在自身理解视角对课文理解、分析,对主题进行客观、全面的评价,表达自己的阅读感悟,提高学生运用文本的能力,提升学生的语文综合素养,关注学生自主学习,着重培养学生独立探索与自主学习的能力,通过教师适时引导,帮助学生自主完成最近发展区的跳越。小学语文阅读教学中,做批注可以帮助生加深理解和感悟,加强语文知识在学生头脑中的印象,同时可以集中学生在课堂上的注意力,增强听课效果,养成良好的学习习惯。因此,小学语文教师应发挥指导作用,引导学生掌握恰当的批注方法,从而发挥教学批注的作用,真正提高学生的语文学习能力。One of the important components of Chinese teaching is reading teaching. The new curriculum standard proposes a “student-oriented” teaching concept and advocates a learning method of independent cooperation and inquiry. Under this guidance, students in Chinese classes spend most of their time “talking”, but little time is given to “writing”. What’s more, the “memorization” of learning is ignored in classroom reading teaching. In fact, listening, speaking and memorizing in Chinese teaching should be mutually unified, mutually reinforcing and not contradictory. Annotation-based teaching focuses on students as the main body, puts students in the main position of learning, guides students to independently complete their understanding of the text, understand and analyze the text from the perspective of their own understanding, make an objective and comprehensive evaluation of the topic, and express themselves Improve students’ reading comprehension, improve students’ ability to use texts, improve students’ comprehensive literacy in Chinese, pay attention to students’ independent learning, focus on cultivating students’ independent exploration and independent learning abilities, and help students independently complete the jump to the zone of proximal development through timely guidance from teachers. In primary school Chinese reading teaching, annotation can help students deepen their understanding and perception, strengthen the impression of Chinese knowledge in students’ minds, and at the same time focus students’ attention in class, enhance the effect of listening to lectures, and develop good learning habits. Therefore, primary school Chinese teachers should play a guiding role and guide students to master appropriate annotation methods, so as to play the role of teaching annotation and truly improve students’ Chinese learning ability.展开更多
文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学...文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学方法与活动,以及实施全面的评估与反馈机制,旨在提升学生对微分中值定理的深刻理解与灵活应用能力,同时培养其批判性思维、团队合作和解决问题的能力,进而实现教学效果的显著提升。This paper aims to explore how to integrate the Outcome-Based Education (OBE) concept and Problem-Based Learning (PBL) method into the teaching design of the Differential Mean Value Theorem in Advanced Mathematics. By clarifying learning outcomes, designing practical problem situations, adopting diversified teaching methods and activities, and implementing a comprehensive evaluation and feedback mechanism, the paper aims to enhance students’ profound understanding and flexible application of the Differential Mean Value Theorem, while cultivating their critical thinking, teamwork, and problem-solving abilities, thereby achieving a significant improvement in teaching effectiveness.展开更多
文摘语文教学的重要组成部分之一就是阅读教学,新课标提出“以学生为本”的教学理念,倡导自主合作和探究的学习方式,在此指导下,语文课堂上学生大多时间拿来“说”,而给“写”的时间却很少,更有甚者在课堂阅读教学中忽略了学的“记”。实际上,语文教学中的听、说、记之间应该是相互统一、相互促进、不矛盾的。批注式教学注重以学生为主体,把学生置于学习的主体地位上,引导学生独立地完成对课文的认识,在自身理解视角对课文理解、分析,对主题进行客观、全面的评价,表达自己的阅读感悟,提高学生运用文本的能力,提升学生的语文综合素养,关注学生自主学习,着重培养学生独立探索与自主学习的能力,通过教师适时引导,帮助学生自主完成最近发展区的跳越。小学语文阅读教学中,做批注可以帮助生加深理解和感悟,加强语文知识在学生头脑中的印象,同时可以集中学生在课堂上的注意力,增强听课效果,养成良好的学习习惯。因此,小学语文教师应发挥指导作用,引导学生掌握恰当的批注方法,从而发挥教学批注的作用,真正提高学生的语文学习能力。One of the important components of Chinese teaching is reading teaching. The new curriculum standard proposes a “student-oriented” teaching concept and advocates a learning method of independent cooperation and inquiry. Under this guidance, students in Chinese classes spend most of their time “talking”, but little time is given to “writing”. What’s more, the “memorization” of learning is ignored in classroom reading teaching. In fact, listening, speaking and memorizing in Chinese teaching should be mutually unified, mutually reinforcing and not contradictory. Annotation-based teaching focuses on students as the main body, puts students in the main position of learning, guides students to independently complete their understanding of the text, understand and analyze the text from the perspective of their own understanding, make an objective and comprehensive evaluation of the topic, and express themselves Improve students’ reading comprehension, improve students’ ability to use texts, improve students’ comprehensive literacy in Chinese, pay attention to students’ independent learning, focus on cultivating students’ independent exploration and independent learning abilities, and help students independently complete the jump to the zone of proximal development through timely guidance from teachers. In primary school Chinese reading teaching, annotation can help students deepen their understanding and perception, strengthen the impression of Chinese knowledge in students’ minds, and at the same time focus students’ attention in class, enhance the effect of listening to lectures, and develop good learning habits. Therefore, primary school Chinese teachers should play a guiding role and guide students to master appropriate annotation methods, so as to play the role of teaching annotation and truly improve students’ Chinese learning ability.
文摘文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学方法与活动,以及实施全面的评估与反馈机制,旨在提升学生对微分中值定理的深刻理解与灵活应用能力,同时培养其批判性思维、团队合作和解决问题的能力,进而实现教学效果的显著提升。This paper aims to explore how to integrate the Outcome-Based Education (OBE) concept and Problem-Based Learning (PBL) method into the teaching design of the Differential Mean Value Theorem in Advanced Mathematics. By clarifying learning outcomes, designing practical problem situations, adopting diversified teaching methods and activities, and implementing a comprehensive evaluation and feedback mechanism, the paper aims to enhance students’ profound understanding and flexible application of the Differential Mean Value Theorem, while cultivating their critical thinking, teamwork, and problem-solving abilities, thereby achieving a significant improvement in teaching effectiveness.
