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作为课堂的主导者,教师认真钻研考纲、教材、考点难易度、试题题型等,做到课时目标与对应考试内容的无缝对接,环环相扣。现实的复习课里,许多教师为了备课而备课,感到复习课没内容上,感觉学生上课也完全没有新授课的激情,其实完全是对复习课的建构理念出现了误解。复习课切忌上成新授课的翻版获重演,教师要认真研究,找准每一节课的支撑点,与学生知识体系的生成点,重新搭建复习课知识模块,谋求共振效应,达成复习预期。
As a leader in the classroom, teachers carefully study the syllabus, textbooks, test site difficulty, test questions, etc., so that the target of the class and the corresponding test content seamless docking, interlocking. In the actual reviewing class, many teachers prepare lessons for lesson preparation and feel that there is no content in the reviewing course. Students feel that there is no passion for new teaching at all. In fact, there is a totally misunderstood concept of the construction of the reviewing course. The lesson should not be re-played into a replica of the new lectures, teachers should seriously study, find out the support points of each lesson, and the student knowledge system generation point, re-build the knowledge module review class, seeking resonance effect, to reach a review expected.