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及时反馈,扬长避短。六年级、五年级展学结束,程小飞副校长迅即召开备课组长会议,对“展学”过程中的问题进行梳理,他提出:
1、六年级学生年龄比较大,像看黑板,认真听之类的可以换一些适合年级段的语言。
2、语文展示时,只展示古诗背诵,显得太劳师动众。小组汇报展示需要去展示一个比较值得研究的问题,展学不一定是整个小组,古诗朗诵可以当做平时班级内个人展示。
3、每次展示时,可以把问题出示在比较醒目的位置。
4、组员语言还需打磨。其他小组评价时提出针对展示的问题时,组长回复谢谢补充,针对个人姿态,语言等问题,组长回复谢谢建议。
5、展示要有头有尾,报组号,组内号。
小组合作、展示交流是学本课堂的核心。它是以预设教学主问题为导向,自学、互学、展学为基本组织形式,教学各动态因素的互动合作为动力资源,形成小组同伴间的合作互助、积极互赖、共同探究完成学习任务的学本课堂。为不同层次的学生发展服务,实现人人进步,优秀者更优秀的高效课堂。相信在理论者的引领下,在全体家人的不懈实践中,教学改革的东风,定能使鲜花盛开。
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1、六年级学生年龄比较大,像看黑板,认真听之类的可以换一些适合年级段的语言。
2、语文展示时,只展示古诗背诵,显得太劳师动众。小组汇报展示需要去展示一个比较值得研究的问题,展学不一定是整个小组,古诗朗诵可以当做平时班级内个人展示。
3、每次展示时,可以把问题出示在比较醒目的位置。
4、组员语言还需打磨。其他小组评价时提出针对展示的问题时,组长回复谢谢补充,针对个人姿态,语言等问题,组长回复谢谢建议。
5、展示要有头有尾,报组号,组内号。
小组合作、展示交流是学本课堂的核心。它是以预设教学主问题为导向,自学、互学、展学为基本组织形式,教学各动态因素的互动合作为动力资源,形成小组同伴间的合作互助、积极互赖、共同探究完成学习任务的学本课堂。为不同层次的学生发展服务,实现人人进步,优秀者更优秀的高效课堂。相信在理论者的引领下,在全体家人的不懈实践中,教学改革的东风,定能使鲜花盛开。
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