工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":"1","template":{"id":135,"series_id":43,"theme_id":43},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2019-12-10","current_time":1736431501,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"学生","score":0.271459},{"name":"教学","score":0.139494},{"name":"复习","score":0.139285},{"name":"课堂","score":0.104468},{"name":"老师","score":0.096987},{"name":"学习","score":0.092099},{"name":"地理","score":0.088187},{"name":"问题","score":0.077547},{"name":"教师","score":0.072981},{"name":"农业","score":0.069758}],"content":{"article_id":201413857,"content":[{"address":"","img_height":525,"img_url":"https://ss2.meipian.me/users/20153996/2f30bdc0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"
2019年12月4日,“临港区基于教学评一致性”的培训活动在蔄山中学举行,全区所有地理教师都参加了此次研讨活动。上午在鞠洪柏主任和市教研中心陈红梅主任带领我们进行听评课活动,积极探究地理学科的复习课教学模式;下午陈主任为我们做了精彩的题为《核心素养指向下的教学“新样态”(技、术、道)》专题讲座。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/3d2c25e0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 在研讨课展示环节中,蔄山中学的刘柯老师执教了复习课------《复习自然环境与农业生产》。在这节课中,刘老师从生活中常见的问题“威海的苹果为什么这么甜?”入手,引领学生,对农业的知识进行回顾梳理,将零散的知识进行梳理整合,注重知识之间的联系;然后探究影响农业分布与发展的自然因素,提高学生的地理综合思维,达到让学生“在复习中成长”的目的。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/53d5d840-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听课之前,陈红梅主任给每位老师都布置了个小任务,分别从不同的角度听评课,让评课更专业,更有目的性。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/5f7464a0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 每位老师都从自己的观察点进行评课,发表了自己的评课报告和修改意见,使复习课的模式脱颖而出。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 最后临港区地理教研员鞠洪柏主任做了精彩点评,提出了“要关注对学生的评价,评价要有针对性”,“要创造安全课堂,关注学生的学习情绪”,“要根据不同知识选择不同的授课方式,而不是面面俱到。”,为上午的学习画上了圆满的句号。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/6c83bf10-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":150,"img_url":"https://ss2.meipian.me/users/20153996/1c6d9d60-1a90-11ea-9917-23f4e330b520.gif","img_width":640,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/7d3ee370-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 下午陈红梅主任为我们做了《核心素养指向下的教学“新样态”(技、术、道)》专题讲座。讲座从三个问题入手,问题一:教学的“一”(起点)在哪里?问题二:课堂的“一”(起点)在哪里?问题三:教师的“一”(初心)又在哪里?深入浅出地讲解了学生的学与教师的教之间的关系。分析了课堂的两个高效期和一个低沉期。教学的起点在于关注学生的“自我系统”。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":374,"img_url":"https://ss2.meipian.me/users/20153996/11b82df0-1a8f-11ea-9917-23f4e330b520.png","img_width":558,"link":"","link_desc":"","text":"如何把学科核心素养落实到课堂上呢?解答了怎样把目标“升上去”?怎样把目标“降下来”?怎样把目标“落到地”?
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"最后陈红梅主任就“先行学习”做了详细介绍,让老师们对“先行学习”有个较深刻的理解。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 讲座在老师们恋恋不舍的目光中结束。会后我们认真进行了总结反思,内化这次研讨会的精神。让学习“落地有声”。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":150,"img_url":"https://ss2.meipian.me/users/20153996/44d90eb0-1a90-11ea-9917-23f4e330b520.gif","img_width":640,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/8ccbc530-1aec-11ea-9f57-43d6b7814482.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的复习公开课《复习自然环境与农业生产》,本节课教学设计打破了以往的单纯知识复习,更多的增加了专题复习,知识串复习。以威海的苹果为什么这么甜?引入课题,围绕怎么运用所学地理知识解决生活中的问题。围绕自然环境与农业生产密切相关,各地环境不同,影响本地区发展因地制宜的农业这条主线。串联世界各地区不同农业的发展,思考推理发展这种农业的相关因素,最后得到由于地形、土壤、热量、水分、光照等因素直接影响本地区农业发展。课堂结构清晰,逐层探索影响农业的自然因素,得到结论后再迁移另外的地区再推理验证,从而达到运用地理知识解决生活中的实际问题。最后又回到威海本地结合乡土地理拓展提升。本节课复习内容很多,综合性很强,也结合了中考命题,增加识图能力,阅读能力的提升。这里也需要老师对教材、课堂的驾驭能力要求很高。学生的探究分析能力也需要较高水平。整体效果还是可以的,给老师们打开了眼界,理清了思路,值得大家学习!
陈主任的观课维度评价也是我们学习的重要方面,每个人从不同观测角度出发合作共赢,我们收获匪浅。从关注学生为出发点,重视学生的接受能力,重视复习目标引导;把课堂还给学生,重视典型题目,重视中考链接。给我们指明了方向,坚定了课堂教学复习课的思路。关于核心素养方面的专题报告,也给我们带来了新的引领,教师对各方面素养,例如:情绪、运动、睡眠、图像、可视化等因素都将对教学乃至学习产生极大的影响。我们应该关注这些方面的因素,把握正确的方式方法促进学生的学习,提升学生的核心素养!要避免“代替答”、“满堂问”等教师牵鼻子走的老样态,建立以学生为本位,保持学生学习的优先地位。课堂真的还给学生,地理知识也不是背出来的,是真正建立在识图能力、可见思维、分析推理、综合提升的基础之上的。要改变传统知识教学,转化到知识育人的大道上来!
-----刘亭主任
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/90025af0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的课《复习自然环境与农业生产》,本节课结构清晰,逐个探究影响农业的自然因素,再验证,运用生活中的威海地理拓展提升,本节课内容很多,综合性很强,很符合中考,需要老师对教材、课堂的驾驭能力很高。听了陈主任评价,收获了很多:创造真实的生活情境,大胆尝试综合性有专题的课,要围绕课标来,用生活中的地理解决问题,还学习如何书写学习目标、地理学科的核心素养。
-----于康娟老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/96d02560-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了陈红梅主任核心素养指向下的教学“新样态”的报告,我最大的体会是,明白了教学的起点不是知识的传授,而是要关注学生的“自我系统”。让我印象最深刻的一句话是“教师的讲授时间与学生的学业成绩没有直接关系,而学生上课时主动参与的时间却与学生的成绩有关系”。这就要求我们,在今后上课时,尽可能减少老师的讲授时间,把时间留给学生,让学生去动脑思考,让学生能提出问题,让学生自己或相互之间解决问题。
-----陈永腾老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/9d8bc760-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的课《复习自然环境与农业生产》,又跟各位专家、老师们围绕这节课共同探讨了复习课的思路,我有了一些体会,对我今后的教学有一定的启发作用:
1.导入设计时,复习课和新授课不同,可以开门见山,直接抛出问题,让学生进入情景,直击要点。
2.设计导学案时,要有一定的时间和空间让学生自主复习,把握本节课的知识点,掌握了基础知识后,让学生逐渐学会应用。
3.设计问题时,针对学生的实际情况,选择那些稍微有一点难度的,学生通过认真读图,仔细思考,能找到关键点的习题,要有代表性,忌重复。
4.反馈订正时,可以让学生先小组交流,然后把小组解决不了的问题拿出来,全班共同研究。
5.归纳总结时,可以让学生自己归纳,找出规律,发挥学生的主动性,有利于学生综合能力的提升。
------刘孝玲老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/a4b0d990-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 2019年12月4日,威海市教研中心初中组地理教研员陈红梅老师来我们临港区指导地理教学工作。通过陈老师的指导和讲座,我很受启发,收获很大。
1.课堂教学过程的不同阶段学生学习效率不同。
这一理论对于我们的课堂教学大有帮助,它可以大大提高课堂教学效率。使明白了课堂不同时段学生的特点,有利于我们有的放矢的进行教学。
2.课堂教学的实质是如何教会学生学。
通过学习,我终于搞明白了教学的具体含义;不是我们教师如何教的问题,而是教会学生如何学的问题。这对于我们改变旧的教学理念是十分重要的。
3.课堂教学不求面面俱到,要重点突出。
我们教师有时候在课堂教学中,太追求完美,只是自己的课堂毫无特点,学生乏味,自己也不喜欢。通过学习,我深刻认识到这个致命缺点,有助于改进我的课堂教学。
4.学习专家的教育理论有助于教学。
专家们的理论都是经过大量实践总结出来的,有助于我们的教学工作,以前对理论重视不够,今后一定加大力度学习教学理论,并与自己的教学实际联系起来。
总之,通过这次陈老师的指导与讲座,我大受启发,今后一定把今天的收获用到自己的教学中去,搞好地理教学工作!
-----王庆华老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/aafe2960-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 近日参加了临港区地理复习公开课教学活动,在活动中陈红梅主任给我们制定观课量表重点关注了课堂上的教师提问与学生回答环节,提出改变“教师代学”现状,把课堂还给学生。听起来似乎老生常谈实际却是振聋发聩,引人深思。
针对教学活动所得进行网上浏览学习和自己教学实际,我认为自己可以从以下几点进行改进:
1.注重课堂问题设计的类型与层次
低层次问题要求学生使用理解性知识来回答,学生可以使用现存知识,回忆并重述已有知识经验、重组认知结构等形式来回答;高层次问题则要求学生在已有认知基础上,经过分析、综合与评价,具有更加复杂和原创的思考。
2.增强问题设计的针对性
当教学目标和学习目标较简单时,用低层次的问题,当教学目标和学习目的是要发展学生的思维能力时,就应有意识地设计一些高层次、发散型、加工性的问题,促进学生的深入思考,培养其思维力及对学习 3.提高候答的有效性
(1)留有足够的候答时间
教师在提问之后和学生回答之前的暂停,根据问题类型不同设置3到10秒钟,使更多的学生参与到问题的思考之中。
(2)灵活运用候答时间,可以采用如下方法。
第一,做些规定防止学生把答案脱口而出,第二,在提出问题后,扫视全班,并默数5-10个数,然后再提问;第三,在学生还没回答完之前,即使回答错误也尽量不要打断他们,等回答完之后,暂停,用几秒钟的时间想一下他们的答案并允许其他学生做出判断,同时考虑如何反馈。
4.提高理答的有效性
(1)善用追问
追问,即向回答问题的学生提一个或几个额外的问题以帮助他们回答正确或提升回答水平。大部分学生用低层次的、聚合式的答案作答时采用追问促进学生进入高层次的探索过程。方法如:让学生解释一下他为何这样回答,让学生举个类似的例子,让他描述一下如果问题的重点变了,他们又该怎样回答,等等。
(2)转问
转问,即让另一个学生来回答同一个问题。在学生回答错误但由不需要追问时,教师可使用这种策略。
(3)悬置
遇到的问题,师生无法当课堂共同解决,教师应当诚恳地、实事求是地告诉学生,并建议师生共同查阅有关资料,共同探寻和研究,并在后续的教学中提及和解决。
-----于华华老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/b814fde0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 此次地理研讨会,我执教了《复习自然环境与农业生产》,在本节课中,我带领学生回顾梳理了农业的知识点,寻找学生的知识生发点,了解学生的学情;然后和学生一起探究了影响农业分布与发展的自然因素,我们从影响中国农业分布和发展的地形入手,不断的探索规律,然后应用规律,再打破学生的思维定势,融入新的自然因素,就这样一个一个自然因素的融入,形成了学生的地理综合思维,教给学生学习地理的方法,学会综合考虑影响农业分布和发展的自然因素,使地理核心素养落实地学生的课堂中。
不足的是地理课件不是很清楚,坐在教室后面的同学看不太清楚,课堂气氛不是很活跃。以后在备课中要加以改正。
——刘柯老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 此次研讨活动为我们搭建了一个交流学习的平台,使我们地理老师在教学方面得到磨炼提升,迅速成长,提高了教师的业务水平。不忘初心,我们在路上,努力让地理核心素养落到地。让孩子们学到终身有用的地理。
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","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/3d2c25e0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 在研讨课展示环节中,蔄山中学的刘柯老师执教了复习课------《复习自然环境与农业生产》。在这节课中,刘老师从生活中常见的问题“威海的苹果为什么这么甜?”入手,引领学生,对农业的知识进行回顾梳理,将零散的知识进行梳理整合,注重知识之间的联系;然后探究影响农业分布与发展的自然因素,提高学生的地理综合思维,达到让学生“在复习中成长”的目的。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/53d5d840-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听课之前,陈红梅主任给每位老师都布置了个小任务,分别从不同的角度听评课,让评课更专业,更有目的性。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/5f7464a0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 每位老师都从自己的观察点进行评课,发表了自己的评课报告和修改意见,使复习课的模式脱颖而出。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 最后临港区地理教研员鞠洪柏主任做了精彩点评,提出了“要关注对学生的评价,评价要有针对性”,“要创造安全课堂,关注学生的学习情绪”,“要根据不同知识选择不同的授课方式,而不是面面俱到。”,为上午的学习画上了圆满的句号。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/6c83bf10-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":150,"img_url":"https://ss2.meipian.me/users/20153996/1c6d9d60-1a90-11ea-9917-23f4e330b520.gif","img_width":640,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1350,"img_url":"https://ss2.meipian.me/users/20153996/7d3ee370-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 下午陈红梅主任为我们做了《核心素养指向下的教学“新样态”(技、术、道)》专题讲座。讲座从三个问题入手,问题一:教学的“一”(起点)在哪里?问题二:课堂的“一”(起点)在哪里?问题三:教师的“一”(初心)又在哪里?深入浅出地讲解了学生的学与教师的教之间的关系。分析了课堂的两个高效期和一个低沉期。教学的起点在于关注学生的“自我系统”。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":374,"img_url":"https://ss2.meipian.me/users/20153996/11b82df0-1a8f-11ea-9917-23f4e330b520.png","img_width":558,"link":"","link_desc":"","text":"如何把学科核心素养落实到课堂上呢?解答了怎样把目标“升上去”?怎样把目标“降下来”?怎样把目标“落到地”?
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"最后陈红梅主任就“先行学习”做了详细介绍,让老师们对“先行学习”有个较深刻的理解。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 讲座在老师们恋恋不舍的目光中结束。会后我们认真进行了总结反思,内化这次研讨会的精神。让学习“落地有声”。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":150,"img_url":"https://ss2.meipian.me/users/20153996/44d90eb0-1a90-11ea-9917-23f4e330b520.gif","img_width":640,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/8ccbc530-1aec-11ea-9f57-43d6b7814482.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的复习公开课《复习自然环境与农业生产》,本节课教学设计打破了以往的单纯知识复习,更多的增加了专题复习,知识串复习。以威海的苹果为什么这么甜?引入课题,围绕怎么运用所学地理知识解决生活中的问题。围绕自然环境与农业生产密切相关,各地环境不同,影响本地区发展因地制宜的农业这条主线。串联世界各地区不同农业的发展,思考推理发展这种农业的相关因素,最后得到由于地形、土壤、热量、水分、光照等因素直接影响本地区农业发展。课堂结构清晰,逐层探索影响农业的自然因素,得到结论后再迁移另外的地区再推理验证,从而达到运用地理知识解决生活中的实际问题。最后又回到威海本地结合乡土地理拓展提升。本节课复习内容很多,综合性很强,也结合了中考命题,增加识图能力,阅读能力的提升。这里也需要老师对教材、课堂的驾驭能力要求很高。学生的探究分析能力也需要较高水平。整体效果还是可以的,给老师们打开了眼界,理清了思路,值得大家学习!
陈主任的观课维度评价也是我们学习的重要方面,每个人从不同观测角度出发合作共赢,我们收获匪浅。从关注学生为出发点,重视学生的接受能力,重视复习目标引导;把课堂还给学生,重视典型题目,重视中考链接。给我们指明了方向,坚定了课堂教学复习课的思路。关于核心素养方面的专题报告,也给我们带来了新的引领,教师对各方面素养,例如:情绪、运动、睡眠、图像、可视化等因素都将对教学乃至学习产生极大的影响。我们应该关注这些方面的因素,把握正确的方式方法促进学生的学习,提升学生的核心素养!要避免“代替答”、“满堂问”等教师牵鼻子走的老样态,建立以学生为本位,保持学生学习的优先地位。课堂真的还给学生,地理知识也不是背出来的,是真正建立在识图能力、可见思维、分析推理、综合提升的基础之上的。要改变传统知识教学,转化到知识育人的大道上来!
-----刘亭主任
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/90025af0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的课《复习自然环境与农业生产》,本节课结构清晰,逐个探究影响农业的自然因素,再验证,运用生活中的威海地理拓展提升,本节课内容很多,综合性很强,很符合中考,需要老师对教材、课堂的驾驭能力很高。听了陈主任评价,收获了很多:创造真实的生活情境,大胆尝试综合性有专题的课,要围绕课标来,用生活中的地理解决问题,还学习如何书写学习目标、地理学科的核心素养。
-----于康娟老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/96d02560-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了陈红梅主任核心素养指向下的教学“新样态”的报告,我最大的体会是,明白了教学的起点不是知识的传授,而是要关注学生的“自我系统”。让我印象最深刻的一句话是“教师的讲授时间与学生的学业成绩没有直接关系,而学生上课时主动参与的时间却与学生的成绩有关系”。这就要求我们,在今后上课时,尽可能减少老师的讲授时间,把时间留给学生,让学生去动脑思考,让学生能提出问题,让学生自己或相互之间解决问题。
-----陈永腾老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/9d8bc760-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 听了刘柯老师的课《复习自然环境与农业生产》,又跟各位专家、老师们围绕这节课共同探讨了复习课的思路,我有了一些体会,对我今后的教学有一定的启发作用:
1.导入设计时,复习课和新授课不同,可以开门见山,直接抛出问题,让学生进入情景,直击要点。
2.设计导学案时,要有一定的时间和空间让学生自主复习,把握本节课的知识点,掌握了基础知识后,让学生逐渐学会应用。
3.设计问题时,针对学生的实际情况,选择那些稍微有一点难度的,学生通过认真读图,仔细思考,能找到关键点的习题,要有代表性,忌重复。
4.反馈订正时,可以让学生先小组交流,然后把小组解决不了的问题拿出来,全班共同研究。
5.归纳总结时,可以让学生自己归纳,找出规律,发挥学生的主动性,有利于学生综合能力的提升。
------刘孝玲老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/a4b0d990-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 2019年12月4日,威海市教研中心初中组地理教研员陈红梅老师来我们临港区指导地理教学工作。通过陈老师的指导和讲座,我很受启发,收获很大。
1.课堂教学过程的不同阶段学生学习效率不同。
这一理论对于我们的课堂教学大有帮助,它可以大大提高课堂教学效率。使明白了课堂不同时段学生的特点,有利于我们有的放矢的进行教学。
2.课堂教学的实质是如何教会学生学。
通过学习,我终于搞明白了教学的具体含义;不是我们教师如何教的问题,而是教会学生如何学的问题。这对于我们改变旧的教学理念是十分重要的。
3.课堂教学不求面面俱到,要重点突出。
我们教师有时候在课堂教学中,太追求完美,只是自己的课堂毫无特点,学生乏味,自己也不喜欢。通过学习,我深刻认识到这个致命缺点,有助于改进我的课堂教学。
4.学习专家的教育理论有助于教学。
专家们的理论都是经过大量实践总结出来的,有助于我们的教学工作,以前对理论重视不够,今后一定加大力度学习教学理论,并与自己的教学实际联系起来。
总之,通过这次陈老师的指导与讲座,我大受启发,今后一定把今天的收获用到自己的教学中去,搞好地理教学工作!
-----王庆华老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/aafe2960-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 近日参加了临港区地理复习公开课教学活动,在活动中陈红梅主任给我们制定观课量表重点关注了课堂上的教师提问与学生回答环节,提出改变“教师代学”现状,把课堂还给学生。听起来似乎老生常谈实际却是振聋发聩,引人深思。
针对教学活动所得进行网上浏览学习和自己教学实际,我认为自己可以从以下几点进行改进:
1.注重课堂问题设计的类型与层次
低层次问题要求学生使用理解性知识来回答,学生可以使用现存知识,回忆并重述已有知识经验、重组认知结构等形式来回答;高层次问题则要求学生在已有认知基础上,经过分析、综合与评价,具有更加复杂和原创的思考。
2.增强问题设计的针对性
当教学目标和学习目标较简单时,用低层次的问题,当教学目标和学习目的是要发展学生的思维能力时,就应有意识地设计一些高层次、发散型、加工性的问题,促进学生的深入思考,培养其思维力及对学习 3.提高候答的有效性
(1)留有足够的候答时间
教师在提问之后和学生回答之前的暂停,根据问题类型不同设置3到10秒钟,使更多的学生参与到问题的思考之中。
(2)灵活运用候答时间,可以采用如下方法。
第一,做些规定防止学生把答案脱口而出,第二,在提出问题后,扫视全班,并默数5-10个数,然后再提问;第三,在学生还没回答完之前,即使回答错误也尽量不要打断他们,等回答完之后,暂停,用几秒钟的时间想一下他们的答案并允许其他学生做出判断,同时考虑如何反馈。
4.提高理答的有效性
(1)善用追问
追问,即向回答问题的学生提一个或几个额外的问题以帮助他们回答正确或提升回答水平。大部分学生用低层次的、聚合式的答案作答时采用追问促进学生进入高层次的探索过程。方法如:让学生解释一下他为何这样回答,让学生举个类似的例子,让他描述一下如果问题的重点变了,他们又该怎样回答,等等。
(2)转问
转问,即让另一个学生来回答同一个问题。在学生回答错误但由不需要追问时,教师可使用这种策略。
(3)悬置
遇到的问题,师生无法当课堂共同解决,教师应当诚恳地、实事求是地告诉学生,并建议师生共同查阅有关资料,共同探寻和研究,并在后续的教学中提及和解决。
-----于华华老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss2.meipian.me/users/20153996/b814fde0-1af3-11ea-b85e-9de425e1db72.jpg","img_width":900,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 此次地理研讨会,我执教了《复习自然环境与农业生产》,在本节课中,我带领学生回顾梳理了农业的知识点,寻找学生的知识生发点,了解学生的学情;然后和学生一起探究了影响农业分布与发展的自然因素,我们从影响中国农业分布和发展的地形入手,不断的探索规律,然后应用规律,再打破学生的思维定势,融入新的自然因素,就这样一个一个自然因素的融入,形成了学生的地理综合思维,教给学生学习地理的方法,学会综合考虑影响农业分布和发展的自然因素,使地理核心素养落实地学生的课堂中。
不足的是地理课件不是很清楚,坐在教室后面的同学看不太清楚,课堂气氛不是很活跃。以后在备课中要加以改正。
——刘柯老师
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":" 此次研讨活动为我们搭建了一个交流学习的平台,使我们地理老师在教学方面得到磨炼提升,迅速成长,提高了教师的业务水平。不忘初心,我们在路上,努力让地理核心素养落到地。让孩子们学到终身有用的地理。
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