Analysis of the physical classroom to improve the quality of teaching ways and means of-毕业论文翻译.docVIP

Analysis of the physical classroom to improve the quality of teaching ways and means of-毕业论文翻译.doc

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Analysis of the physical classroom to improve the quality of teaching ways and means of-毕业论文翻译

Analysis of the physical classroom to improve the quality of teaching ways and means of Abstract: In the new educational philosophy, the physical teaching methods have been greatly improved classroom teaching a variety of forms, but students of intelligence inherent factors and has not been effectively developed and utilized, resulting in the classroom and classroom effects of low-randomness pleiotropic. To improve the quality of classroom teaching is necessary to enhance teachers philosophy of education, improving teaching methods, well-designed teaching process, focusing on classroom questions and explore the effectiveness of teaching so that students can be a bold challenge to enable students to truly become the masters of learning, while focusing on teacher effective after-school reflection. Keywords:: teaching effectiveness of after-school concept of interest in learning to reflect Classroom teaching is an important part of education and teaching, one of the teaching process, including two aspects of teaching and learning, teaching through learning and play a role. To improve the efficiency of classroom teaching, the implementation of quality education is to improve the quality of education and teaching an important part of secondary school physics teaching are facing important subject. In the implementation of quality education situation, the in-depth ways of improving the quality of classroom teaching ways and means necessary. First, to establish the correct teaching philosophy: Due to exam-oriented education and the impact of problems left by history, in the traditional teaching, teachers responsible for teaching students responsible for learning and teaching is that teachers of students a one-way “training” activities, which were as follows: First, to teach as the center, students The “study” around the teaching of “teaching” turn. Possession of knowledge of teachers and teaching those who, for knowledge-seeking students, the teacher is

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