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on the new curriculum under the concept of teaching high school asked the question of language skills-毕业论文翻译.doc

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    1、 On the new curriculum under the concept of teaching high school asked the question of language skillsPaper Keywords asked the question whether the teaching skills of classroom teaching Abstract In high school under the new curriculum in language teaching, teachers questions are often simple and eff。

    2、icient to fully mobilize the enthusiasm of students, initiative and creative spirit, so that students in independent study found the problem, the occurrence of difficulties, forming a strong motivation to seek knowledge, in order to encourage them to have learned the content in-depth reflection and 。

    3、self-exploration, thus greatly improving classroom teaching, so questions should be carefully designed each classroom teacher must have good skills, dedicating his life is worth every teacher diligently pursuing efforts. Language teaching in high school, effective questions often stimulate students 。

    4、interest, which has a skillfully deflected the question, the teaching. Learning to write said: good person to ask, such as tackling the wood, the first of its easy to those who, then its program. This sentence is telling us that good teachers ask questions in question is designed to be easy to diffi。

    5、cult, progressive layers. caused by thinking of the students ask questions in class if resonance, so that all students are eager to vie with each other to answer questions , classroom atmosphere will be active. is called a ripple asked. So, how clever the actual situation of the student asked the qu。

    6、estion, ask questions in class to improve the effect? ?I think we should note the following: First, pay attention to all students, do not just local. Teachers should be based on the learning situation, the design problems at different levels, in order to guide students progressively, from the nature。

    7、 of the phenomenon, from concrete to abstract, step by step, in-depth reflection and exploration in the design, to fully reflect the Curriculum student-centered, teacher-led teaching philosophy, thinking of each student to mobilize the enthusiasm of all students to participate in the teaching proces。

    8、s, so that every student has the opportunity to answer questions, to bring experience and success in pleasure, which requires teachers to pay attention to design issues, individualized, ask questions to the main question of moderate difficulty, but also a difficult problem, but also in the less adva。

    9、nced students who are willing to spend time, encourage them to speak its answer questions to create a relaxed atmosphere, making it the courage to boldly expressing his own ideas and they answered correctly, promptly give praise, got it wrong, timely guidance, not to finish the work and place of the。

    10、ir answer. Second, to increase the content of thinking, not superficial. Educational psychology that thinking process of students often started from the problem. Is called: Learning from Si, Si in doubt. Suspect students will not kick the tires, only to meet in a smattering of knowledge, which requi。

    11、res teachers to think about the question must have value, can cause students to learn content of deeper thinking and explore, creating positive teacher-student interaction, not just a simple answer yes or no, right or wrong. superficial ask questions in class, single, mediocre, rigid , formulaic, or。

    12、 mode, the lack of divergence without any suspense, of course, can not stimulate students curiosity and thirst for knowledge, while the clever questions, like the wind suddenly began to ripple the surface of the pond, students are often able to break the peace of mind , sparking waves of thinking, s。

    13、o that formed the ripples, and even the ups and downs, climaxes. This requires teachers to students from the actual situation, set close to the students have the knowledge, experience, intelligence issues, so that the chest with teaching materials, student heart. Design problem, not allowing student。

    14、s to be picked up, do not let them think unattainable, but to the jump jump to resolve. appropriate classroom questions, must be full of challenging, problem-solving process, students can stimulate the natural enthusiasm, initiative and creative spirit, fully mobilize reserve their knowledge and ski。

    15、lls to solve the problem successfully. educator Confucius particular emphasis on the teachers to be good at inspiring students to consciously use logical reasoning ability, good use of the students are familiar with the plain truth of the case or teaching, allowing students to the basis of known thi。

    16、ngs knowledge and experience play a meaningful role. Reposted elsewhere in the paper for free download http:/eng.comThird, to strengthen the teaching fun, not boring. Interest is the best teacher, the classroom teacher to ask questions of students interested in a direct impact on classroom results. 。

    17、Teachers properly located the suspect, not only can inspire students to answer a strong desire, but also encourage them to consciously study materials, in-depth exploration of which resides profound problem. If teachers are rigid and abstract language, is not self-assured tone, density and white, na。

    18、tural order, questions the lack of humor and witty, rigid formulaic, non-divergence and the lack of suspense, they can not arouse students strong motivation to seek knowledge, of course, there will be no Good classroom. Fourth, we must clear teaching objectives, do not follow the crowd. Ups and down。

    19、s of classroom teaching, changing, which requires teachers to have a superb ability to control the classroom the teacher to encourage students to actively speak, can not add any restrictions, despite the classroom away from the established teaching objectives, which requires classroom teachers to pl。

    20、ay a leading role in guiding students to explore the expansion, dash, while not forgetting to return to classroom teaching and targets and if a teacher talking about Homeward Bound Speeches when the teacher asked the first sentence: You are reading For what? Students have to answer in, and some say 。

    21、that the rise of the China study, some say in order to return to the community, and some say that in order to repay their parents upbringing, and some say that in order to achieve their ideal ambition, more students for career and fortune is such an obvious utilitarian answer, so this lesson will on。

    22、ly discuss the purpose and significance of reading problems, and teaching goals does not matter. Such questions do not create the typical situation , making the students either can not answer, or random answer, of course, will not have a good classroom. Fifth, we should pay attention to classroom fe。

    23、edback, not negative response. For teachers, the organization of classroom teaching is a dynamic control of the implementation process in order to effectively control feedback must pay attention to the classroom, however, some teachers teaching in the organization, in order to drive out or prevent t。

    24、he progress of teaching objectives, often unexpected external evaluation of the answer, or premature, to interrupt the students thinking, evaluation or too late, resulting in the loss of students opportunities. Some teachers in the evaluation of student response, or vague, evasive, or simply to avoi。

    25、d rather than assessment, neither positive nor negative, there is no clear explanation and description. Like these not pay attention to the practice of classroom feedback, tend to discourage Students answer questions and explore their own initiative, thereby seriously affecting the classroom teachin。

    26、g. In the new curriculum ideas, classroom teaching has been given greater importance. Well-organized teaching, appropriate design of each issue should be good teachers devote themselves to study each proposition. Only in this way, the potential of students in the classroom in order to maximize the release, will make our classroom is full of charm. References 1 Ning Hongbin with the Language Teaching and Practice M. Beijing: Education Science Press, 1998 2 Li Jianping book. Focus on the new curriculum M. Beijing: Capital Normal University Press, 2002 Links to free download http:/eng.com8。

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