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首页 人教版七年级语文上册单元复习教学案(PEP seven grade teaching Chine…

人教版七年级语文上册单元复习教学案(PEP seven grade teaching Chinese census unit review case).doc

人教版七年级语文上册单元复习教学案(PEP seven gra…

于妮妮886
2018-12-26 0人阅读 举报 0 0 暂无简介

简介:本文档为《人教版七年级语文上册单元复习教学案(PEP seven grade teaching Chinese census unit review case)doc》,可适用于社会民生领域

人教版七年级语文上册单元复习教学案(PEPsevengradeteachingChinesecensusunitreviewcase)人教版七年级语文上册单元复习教学案(PEPsevengradeteachingChinesecensusunitreviewcase)editorthisparagraphwhatisalearningcase"Learningplan"Referstothecognitivelevelofteachersbasedonstudents'knowledge,experience,knowledgeconstructionandpreparationoftheactivelearningschemeforstudentsTheplanisessentiallyateachertohelpstudentsmastertheteachingcontent,abridgeoflearningandteaching,butalsocultivatestudents'autonomouslearningabilityandknowledgeconstructionisoneofthemostimportantwiththemedia,"reading,hearing,thinking,doing"Characteristicsoflearningplan:,probleminquiryisthekeytolearningplanItcanplaytheroleof"askingquestionsandaskingquestions",andcanhelpstudentshowtograspthekeypointsoftheproblemfromthetheoreticalexposition,theknowledgearrangementisthefocusofthecasestudy,theprimarygoalofthecasestudyistoletstudentslearntoindependentlyanalyze,integrate,summarizeandsummarizetheknowledgeinthetextbook,andformacompletescientificsystem,readingandthinkingistseknowledgeTheappropriatedesignproblemisanimportantmeanstoguidestudentstoexploreknowledge,isthekeytolearningdesignTeachersshouldbebasedonthelearningobjectives,learningcontent,accordingtothesituationofstudents,carefullydesignedThesettingoftheproblemaccordingtothestudent'scurrentlevelofknowledgeandcomprehensivequality,scientificandcertainheuristicInterestingandpracticalButalsohasacertainlevel,throughpractice,timelyselfexaminationandconsolidatethelearningeffectInthe"learningplan"finallyalsohasapartofstudents'selfstudyafterconsolidatingselfexaminationStudentsofdifferentlevelsofunderstandingandproblemsolvingskillsarequitedifferent,theremaybemanynewproblemsinallaspectsoftheprocessofselfstudy,timelyhelpstudentsfindtimelycorrectguidancefromtheseproblemsandpracticethatiscrucialtothecultivationofstudents'subjectconsciousnessandthinkingability(four)thecontentsofthepreparationofthecasestudyplanPlantopreparelessonplansasthebasis,toreflectthepsychologicalcharacteristicsofstudents,shouldbedesignedaccordingtodifferentteachingcontentsItcanbedividedintothefollowingfourpartsItsconnotationincludes"learningobjectives","learning","learningdifficulties","thinking","readingmaterials","learningplanguidance",learninggoals,knowledgestructureKnowledgecanbedividedintotwopartsThebasicclueandbasicknowledgeclueisthehighlygeneralizationofthecontentofalesson,thebasicknowledgeisthecorepartoftheplan,includingtheknowledgestructure,basicknowledge,coachingteachersandquestioning,proofmaterialsTheelementsofthelayoutshouldreflecttheteachers'TeachingintentionsForthekeycontenttodesignquestions,learningmethodsThelearningmethodintroducedinthestudyplanismainlydesignedforthecontentoflearningGenerally,itincludesmemorymethod,understandingangle,theoryapplicationandsoon,skilltrainingSkilltrainingisonalessonlearningtest,ithasmultiplechoice,fillintheblanks,materialanalysisquestionsandquestionsThedesignoftrainingexercises,toreflectthepertinence,practicabilityandmaneuverability,notonlyhavethetestofbasicknowledge,andbasicskillstrainingTopromotevarioustypesofreasonablecollocation,subjectarrangementfromeasytodifficult,accordingtothenumberofcontrolexercises,easyquestion:secondaryquestion:highgradeentitledtheratioof::toprepare,takingintoaccountthehighdegreeofstudents,canbeproperlypreparedsomequestionsselected,broadentheirhorizonsofknowledgeandimprovetheleveloflearning(five)thegeneralcolumnofthepreparationoflearningplan:Gradesubject,teachingmaterial,subjectteacherLearningpoints(goals)AnalysisofheavyanddifficultpointsLearningideasLearningmethodguidanceSynchronizedexerciseSelfassessmentSummaryExerciseanswersandtipsResourcelinks(afterclassexpansion)Thesolutiontotheinfluenceofstudents'leveldifferenceonTeachingeditor'sparagraphmethod:learningplanguidancemethodWhatisalearningplanLearningplanisalearningprogramdesignedbyteachersaccordingtostudents'cognitivelevel,knowledgeandexperiencetoguidestudentstoconstructactiveknowledgeLearningplanguidanceisateachingstrategysystemwhichtakeslearningcaseasthecarrier,teachingmethodasguidanceandlearningmethodasguidanceThenegativeeffectsbetweenthelevelofstudentsforteachingwhatisit,difficulttolocateTheteachingcontentsusedbyteachers,andthemethodtotakeintoaccounttheneedsofdifferentlevelsofstudents,thestudentscangraspthesuitablelearningmethodsandgoalsTwo,difficulttotuneTeachingactivitiesofteachersshouldbetwowaywiththestudents,butahugegapbetweenstudents'operationandunderstandingthecausesoftheiractivitiesandspeedonlearningachievementgap,andthenmakethe"teaching"and"learning"aredifficulttocoordinateThree,theefficiencyislowTheteachersintheteachingprocessduetothelevelofbothinvolved,suchnaturalcausestargetdispersion,teachingthescheduleisrestricted,theoverallefficiencyisnothighFour,easytoloseinterestLongexistenceof"food"and"eat"willmakethestudentsinterestedinthecrisisTheuseoflearningplanguidancemethodinteachingcaneffectivelyreducethenegativeimpactofthedifferenceinthelevelofprimaryschoolstudentsonTeachingWetendtowritegoodexamplestothestudents(ofteninteachercomputerfilesharing),synchronizationisusedintheteachingprocessWiththeclearteachingobjectives,learningtolearnmaindifficultiesininterpretation,inquiry,learning,thinkingdevelopmentetc,caneffectivelyguidethefunctionofthethestudentsofdifferentlevels,toletthestudentsstepbystep,playtheirproperroleeditor'sparagraphmethodtwo:classmatestratifiedteachingThesocalledclassoflayeredteachingmethod,isaclassofsimilarknowledgestructure,cognitivelevelandinterestofthestudentstothesamelevel,basedontheactualsituationofthewholeclasswillbedividedintoA,B,Cthreelevelsofteachers,accordingtothecharacteristicsofeachlayertomakethecorrespondingteachingobjectives,setupvariouskindsofteachingtasks,sothatallthestudentsareakindofteachingmethoddevelopmentTeachingmainlythroughfouraspectsofthespecificimplementation:,dynamicstratification,cleargoalsTakeaclassofstudentsisdividedintoA,B,C,threelayer,threelayerrespectivelyforthebaselayer,improvethelevelanddevelopmentlevelThedifferenceisgenerallyonthebasisoftheteacherstudents'cognitivestructure,cognitiveabilitydifferencesoncognitiveandemotionaltodeterminewheretheybelongtoalevel,butalsotoconsiderthestudents'selfevaluationandwillingnessThehierarchicalcharacteristicsofthetwoareas,isimplicitanddynamicThisreferstothehiddenlayerisnotseparatedfromtheoverallteachingunits,butinthepremiseofaunifiedteachingundertheindividualrequirementsoftheobjectivesandtasksofthedynamicstratificationReferstoastheadvancementofteachingaccordingtostudents'cognitiveThelevelchangesofstructureandability,canmaketheadjustmentatanytimeAlthoughthelevelitselfisdynamic,butconfirmedthebasicstabilityTeachersshouldmakestudentsunderstandthelearningobjectivesandrequirementsofeachlayerofthebaselayerWeaimto"layafoundation,confidence",thegoalistoimprovelayer"promotinginternalization,verticaldevelopment,developmentisthegoaloflayer"innovation,achievement",taskstratification,accordingtothestandardThestudentswerestratifiedisapremiseofhierarchicalteachingAndthecorepartofhierarchicalteachingmethodisahierarchicalorganizationofteachingactivities,theestablishmentofhierarchicalobject,thetaskofimplementinghierarchicalorganizationhierarchicalguidance,completelayeredevaluation,isthekeytaskThesocalledhierarchicaltaskhierarchy,istheteacherinthespecificorganizationofteachingactivities,ondifferentlevelsthestudentsinaccordancewiththeirestablishedgoalstodeterminethecorrespondingtaskThistasklayered,canbeadaptedtotheneedsofstudentsatalllevels,sothatalllevelsofstudentscanenjoythesuccessofhappiness,soastomobilizetheenthusiasmofallstudents,inlinewiththedevelopmentofteachingprinciples,hierarchicalinquiry,layereddoubtsInquiryisthewaytosolvethetaskAccordingtothedifferentcharacteristicsofstudentsatdifferentlevels,weusuallyhavethreekindsofinquirymethodsforstudentstochoose:DemonstrativeinquiryisakindofinquirymethodwhichisusedbypoorstudentsByimitatingsomedemonstrationsofteachersinclass,studentscanachievethepurposeof"consolidatingfoundation,stepbystep,imitatingandimproving"TheguidetoexploresuitableforacertainbasisforindependentinquirybutthereisacertaindegreeofdifficultyforstudentsStudentsteachershavecompletedaccordingtopresetataskpaththroughtherecursivetypechartmadebyteachersguidetocompletetheresearchontheinquirytaskThegoalis"onthemainline,throughthepresetsuspenseProgressivestep"Theindependentinquiryissuitableforthefoundation,hastheindependentresearchabilityandinnovationabilityofstudentsInthisinquiryactivities,teachersonlydeterminetheresearchdirection,donotlockthespecifictasks,studentsaccordingtothedirectionofinquiryactivitiesThegoalis"autonomouslearning,selfexploration,theformationofstyle"Ofcourse,studentsofeachlayerintheinquiry,teachersshouldtimelyexplanationBycombiningtheindividualinterpretationandexplanationofthecollectivedoubts,thedivisionofunity,theoverallascensionAccordingtothetheoryofconstructivism,cooperativelearningisanimportantwaytoachievethegoalofteachingIntheimplementationofhierarchicalteaching,cooperativelearning(Teaching)generallyincludesthefollowingthreeaspects:Betweentheteachersandstudentsincludingcollectivefeedback,mutualsuspicion,caseanalysis,overallevaluationTeachersfromthetraditionalguidanceasaguidetostudents'learning,cooperation,studentstaketheinitiativetohelptheconstructionofclassroomsituation,thedesignersofcooperationTheinteractionbetweenteachersandstudents,toenablestudentstoexploremoretargeted,moreconfident,morereasonablemethod,theteachingeffectisbetterAmongthestudentsinmutualcooperation,mutuallayerguidance,cooperationandinteraction,complementaryadvantagesTheusualmethodis:roomseatingarrangementofeachlayeroftransplantingtocooperation,facilitatecooperationandcoherencetaskhierarchy,dynamichierarchicalcooperationincentive,layeringstandardsenablestudentstoenjoythecooperationStudentsandthemedia,studentsusetheadvantagesofthenetworkandthecomputeritselftosolvetheproblemsencounteredinlearning,soastolearntolearn,learntoexploreeditthisparagraphmethodthree:setuphelpsharingThestudentsinthelearningandinquiryprocesswillencountersomeproblems,andtheseproblemsduetothelevelofstudents'knowledgegapareverydifferentIngeneral,theproblemcanbedividedintotwotypes:oneistorequirelowercognitiveability,suchasmemory,comprehensionandsimpleoperationtheotheristoaskadvancedcognitiveabilities,suchasprogramdesignandanalysis,inductionandapplicationWefoundthatthestudentsintheteachingactivities,mostoftheproblemisrequiredlowercognitiveability,especiallythebasisofpoorstudents,thissituationisespeciallyprominentSuchasnotsensitiveswitch,zhongxiwenswitch,donotsave,cellpropertiestheoperationerrorsinExcel,willnotfindthefileWhentheclassteacherifbusytoexplaintheseproblems,itwilldisrupttheorderofteachingWehaveadoptedasimplerandmoreeffectivemethodofsettingupsharedhelpfortheseproblemsSpecificmethods:sharinghelpsetmainlyusethehelpmenuinWindowspracticeTheestablishmentofasharedfolderintheteachermachine,thetextinsidesomerelatedteachingcontentknowledgeexplanationandbasicoperationmethodsareintroduced,thestudentsintheoperationoncetheproblemsencountered,teacherscanshareonthemachinethehelpfile,thenthecontrolinstructionstosolvetheproblemForexample,"resourcemanager",wesetupthehelp(part)fortabletoshareeditor'sparagraphmethodfour:casestudyThecaseanalysisisbasedonathoroughstudyofteachersofteachingcontent,combinedwiththeanalysisofthestudents'learningsituation,summarizessometypicalknowledgeandskillsofthesubjectmatter(case),intheclassroomthroughanalysisanddemonstration,andstudentstoparticipateinthestudyofthemethodtoachieveadeeperunderstandingofthesubjectmatterThekeycaseanalysisishowteacherscanbeproperlyselectedcasesThecaseisgenerallyintheteachingcontenthasexpanded,thestudentsdoubtdifficulttoexplore,studentshavegreatinterestintheoperationprocessofthestudents'errorarehardtofindandtheoreticalknowledgePracticeshowsthatthestudentsthroughtheanalysisofthecase,especiallybytheteachersandexplorethecase,candeepentoaknowledgepointofunderstanding,clarifytheintrinsicrelationshipbetweenthetheoreticalsystem,expandingthethinkingspace,enhanceinterestinlearningThecaseanalysiswillmaketheclassroomfullofvitality,canmakethebasisofgoodstudentstogenerateinsights(triggerproblems),makethestudentsunderstandthebasicPoorstudentshaveinsight,soastoachieveacommonpurposetoimproveLearningplandesignPracticeandthinkinginjuniorhighschooltechnicalteachinginthelearningguide""Learningplanguidedlearning"teachingmethodisanewteachingmode,whichaimstocultivatestudents'selflearningabilityandimprovetheteachingefficiencythroughstudents'AutonomousLearningFirst,whatislearningplanguidanceThesocalled"studentguidance"referstothecaseasthecarrier,withtheguidingmethods,ledbytheguidanceofteachers,students'autonomouslearningasthemainbody,ateachingmodel,teachersandstudentsworktogethertocompletethetaskofteachingThisteachingmodeisachangeinthepasttheteachersimplyspeaking,students'passivelisteningtothe"cramming"teachingmode,fullyembodiesthemainroleoftheleadingroleofteachersandstudents,theleadingroleandthemainroleofharmonyandunity,tomaximizeefficiencyInthismode,thestudentsaccordingtotheirdesignplan,readthetextcarefully,understandtheteachingcontents,andthen,Accordingtotheplanrequiredtocompletetherelevantcontent,studentscanputforwardtheirviewsoropinions,bothteachersandstudentstostudyThiskindofteachingmodelontheonehandtomeettheneedsofthedevelopmentofhighschoolstudents'thinking,ontheotherhandcanmeetthedevelopmentneedsofhighschoolstudents'selfconsciousness,reflectonstudents'selfdevelopmentandselfvaluehasaveryactiveroleButtheteacherisnotonlytoimpartknowledge,moreimportanttaskistocultivatestudents'selflearningability,selfstudyhabits,teachthemhowtolearn,howtothink,toimprovethestudents'analysisproblem,problemsolvingabilityTwo,thegeneralprocessoflearningplanguidance,putforwardthedesignplanofteachers'selfstudyrequirementsofteachers,arrangementprincipleandknowledgesystemofteachingmaterials,theoutline,theanalysisofteachingmaterialsandteachingmaterialsandtheirteachingstudents'cognitiveabilityandthelevelofunderstanding,reasonableprocessingmaterials,asdothecasestudydesignfocusesonthedifficultiesofdispersiontoinspireanddevelopstudents'thinking,enhancestudents'learningabilityLearningshouldbedesignedwiththefollowingfeatures:Basedontheteachingobjectives,teachingmaterialclosely,internalrelationsofknowledgestructureandknowledgefromthetextbooksreflecttheInter,theknowledgecanbeorganized,systematicandholistic,asaclassaplanInordertocontrolthetotalamountoflearning,toenablestudentstoclearobjectives,tomaximizetheeffectivenessofclassroomteachingItisinstructive,difficulttounderstandsomeofthecontentoftextbooksformiddleschoolstudentsshouldbepromptedwithaNumberofquestions,guidestudentstoselfstudy,cultivatingstudents'abilityinsolvingaproblem,stimulatethecuriosityofstudentsThedesignshouldbethelevelofthegradient,studentsshouldbebasedontheunderstandingoftheproblemgraduallydeepenedStepbystep,makestudentsrealize,tosolvetheproblemofnotreadingteachersdesignno,donotlookatthereadingwithnolight,readingwithoutthinkingThinkingwithoutthoroughtooSostudentscantrulyteachersfromthedesignproblemsinfindingwaystosolveproblems,learntoread,learntoselfstudyItshouldmeettheneedsofstudentsatdifferentlevels,tomakestudentsfeelgreatchallengesfromthecasestudyinthedesign,thegeneralstudentshavedifficultiesinlearningmotivation,studentscanalsotastethejoyofsuccess,leteachstudenttolearnmore,tomaximizemobilizetheenthusiasmofstudents,improvestudents'confidenceHeart,students'selfstudymaterialstocompletethequestionsinthecaseisthecorepartofthelearningplanguidanceItrequiresteacherstobetterplanwillbepreparedinadvancetothestudentsbeforeclassletstudentsclearlearningobjectives,topreviewthetextwithquestionsAtthesametime,teachersshouldcarryoutproperguidanceinstudents'selfstudyprocess,makestudentsbettertograsptheteachingcontent,cultivatestudents'selfstudyabilityIntheprocessofselfstudystudentsteachersshoulddothefollowing:first,toguidestudentstoselfstudyTellwhatthestudentslearninginthetextbookscanmasterjustskim,thecontentshouldpayattentiontoknowledgebeforeandaftercontacttosolveandsoonLetthestudentsunderstandandgrasptheteachingmaterialgraduallySecondtheteacheraskedthestudentstopreview,shouldbeindoubtproblemforrecord,letthestudentsgototheclassroomwithproblemsInsodoing,onecancultivatestudents'autonomouslearningabilitygraduallyOntheotherhand,itcanenablestudentstodevelopgoodhabitsandprepareselflearningmethodcorrectly,andselflearningmethodgoodpreviewhabitsandcorrectonceformed,canmakethestudentsbenefitalotInaword,beforetheclassofstudents'autonomouslearningisanimportantpartof"caseteaching",theimplementationofqualityDirectlyrelatedtotherealizationofthegoalofteachingTherefore,teachersmustpayattentionto,discussthebasiccommunicationinlearning,teachersshouldorganizestudentstodiscussrelevantissuesinthecase,somesimple,onlytounderstandthecontentofteachers'passing,andthefocusofteaching,difficultproblemisshouldguidestudentstodiscussexchanges,theformationofaconsensusThestudentsinthediscussioncannotsolveorexisttheproblem,teachersshouldtimelysummary,inordertohelpstudentssolvedoubtswhenspeakinginessenceItisworthnotingthat,inthestudentstodiscusstheprocessofcommunication,teachersshouldactivelyguidestudentstolearningmaterialsclosely,learningplan,problemsintheopendiscussion,Toavoidorgetthroughtathingcarelesslyformalism,tomaximizetheefficiencyofclassroomteaching,tutoringtutoringinstudents'selfstudy,discussionandcommunicationonthebasisoftheteacheraccordingtotheteachingfocusanddifficultystudentsencounterintheselfcommunicationprocess,tofocusontheteachersInessenceintheprocess,andstrivetodothefollowing:first,theessenceoflanguage,contenttobefineSecondly,theessenceshouldbetargeted,notexhaustive,shouldbebasedonstudents'selfstudy,feedbackinformationtodiscusstheprocessofcommunicationThirdly,theessenceshouldbeinstructiveStudentsthroughtheappropriatedirectiontosolvetheproblemtheteachershouldtrytomakethestudentssolve,tomaximizetheenthusiasmofstudents,cultivatestudentstheabilityofthinkingInaddition,teachersshouldputstudentstodiscussintheprocessofcommunicationwiththeoriginalityoftheproblemandgivepraise,childishproblemsshouldnotberidiculed,sarcasm,inordertoprotecttheenthusiasmofstudentstoparticipateinclassroomactivities,practiceconsolidationThisisthelaststepofthelearningplanguidancePracticedesignshouldbecloselylinkedtothelessonoftheteachingcontentandtheabilitytrainingobjectivesandstudents'cognitivelevelInpracticedesign,shouldpaymoreattentiontothesuspect,indoubtundoubtedlyundoubtedlyintheprocess,sothatstudentsfromunknowntoknown,fromtheshallowertothedeeperthus,fromthetableintotheinside,intotheotherknowledge,reinforcementlearningabilityofhighschoolstudentsindifferentgradesThepracticepointshouldbedifferentLowgradestudentsshouldfocusonbasicknowledge,whilehighschoolstudentsshouldputemphasisonmeasuringabilityStudentsarerequiredtocompletetheexercisesinclassLetthestudentstoconsolidatetheknowledgethroughpractice,candigest,andcanprovidedirectfeedbacktoteachers,soastodiscover,tocorrecttheproblemsinthepractice,makeacorrectevaluationEvaluationshouldfocusonstudents'learningdifficultiesOnthespot,accordingtothepracticesituation,theteachinggoal,teachingscheduleandteachingmethodareadjustedintime,soastoachieveadefinitegoalThree,afewthoughts,themainroleshouldfullyreflecttheleadingroleofteachersandstudentsinlearning"teachingmodeTheteachersmainlydothestudentsoftheorganizersandsupporters,evaluation,andguidestudentstoactivelythinking,cultivatestudents'innovativethinkingandability,intheprocessofteaching,teachersshouldfaceallstudents,forallstudentsshouldbetreatedequally,notirony,sarcasmofpoorstudents,thecreationofashowoftheirtalentstageforallstudents,sothateverystudentcandevelop,toachievetheharmoniousdevelopmentofteachingandlearning,theteacher'sguideandstudentsthroughouttheteachingprocess,shouldnotputthewholeclassintocareforthisandlosethat,teachersorteachersLetthingsdriftintoWhatIsaygoes"sheepstyle"teaching,teachersshouldadoptvariousteachingmethodsandadvancedteachingmethodsOntheonehand,itcanmakethestudentslearnthecontentofimmediateconsolidation,tomaximizetheefficiencyoftheclassroomOntheotherhanditcanarousethestudents'interestofstudents,improveteachingeffectivenes
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人教版七年级语文上册单元复习教学案(PEP seven grade teaching Chinese census unit review case)

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