苏霍姆林斯基认为,确定课的目的是很困难的,即使对有多年教学经验的教师也是如此。针对小学品德课堂教学的现状,对于教学目标的准确定位,我们还缺乏三种意识:课程标准意识、单元目标意识和课时目标意识。对此,我们做了积极探索。我们发现要准确定位品德课的教学目标,应该把握三"读":
一、目标定位,始于对"课程标准"的解读;二、目标定位,忠于对"单元内容"的研读;三、目标定位,立于对"课文内容"的精读
苏霍姆林斯基认为,确定课的目的是很困难的,即使对有多年教学经验的教师也是如此。针对小学品德课堂教学的现状,对于教学目标的准确定位,我们还缺乏三种意识:课程标准意识、单元目标意识和课时目标意识。对此,我们做了积极探索。我们发现要准确定位品德课的教学目标,应该把握三"读":
一、目标定位,始于对"课程标准"的解读;二、目标定位,忠于对"单元内容"的研读;三、目标定位,立于对"课文内容"的精读
苏霍姆林斯基认为,确定课的目的是很困难的,即使对有多年教学经验的教师也是如此。针对小学品德课堂教学的现状,对于教学目标的准确定位,我们还缺乏三种意识:课程标准意识、单元目标意识和课时目标意识。对此,我们做了积极探索。我们发现要准确定位品德课的教学目标,应该把握三"读":
一、目标定位,始于对"课程标准"的解读;二、目标定位,忠于对"单元内容"的研读;三、目标定位,立于对"课文内容"的精读
Publisher:
ZHE JIANG PUBLISHING UNITED GROUP
OverDrive Read
ISBN: 9787533896874
Release date: August 13, 2013
PDF ebook
ISBN: 9787533896874
File size: 2499 KB
Release date: August 13, 2013
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