analysis of effectiveness of classroom teaching（分析课堂教学的有效性）.docVIP

Analysis of effectiveness of classroom teaching There are three lesson type often taught to “learn first classroom teaching: Example: “to produce teaching objectives” - “read: read the text” - “products: draw a sentence of purple wisteria writing and talking about plants vines ‘‘“ - “Enlightenment: from which I realize what truth” - “write: difficulties and setbacks, we have to face this kind of mentality? write a motto” (lt;lt; purple wisteria waterfall gt;gt; Confused: “read” and “product” to “see” in three students read confused? If not, then what is the “first” and “after teaching”? Example Two: Student authors - questions - Teacher “essay Law students require students topic for another design problem from different angles - student exchange, problem solving - Teachers concluded. (The lt;lt; dad flowers off gt;gt; Confusion: student self-study after raised the problem how to solve? Teachers to “break title Act” introduced is based on students thinking about the design of this? Meet students then read the ideas you? If not, then let the students free to ask questions of the behavior of value there how much? “first learn to teach” how about? Example: the common teaching steps: student self-study - free to propose not understand the problems of students, teachers and students share their resolve these issues. Confusion: “grabbed the beard eyebrows” to learn a lesson down, and in the end to learn what? Students raised issues not identical?, So respect the students behind the “inefficient teaching? Professor Wang Rongsheng think, a language lesson, if teaching content have problems, the teacher’s teaching again wonderful, the classroom atmosphere longer active, to the students and then plenty of learning time, its teaching value are extremely limited. Writer think that, in each lesson to teach reading lesson, teachers can be determined based on the students’ reading early sense of class teaching content, in accordance understand - understand