【摘要】：正教材是一個時期一個區(qū)域?qū)W習(xí)材料的共同范式。教學(xué)實踐中對教材的使用因人而異,但多數(shù)教師缺乏研讀教材的意識,平時備課只做參考教案的搬運(yùn)者,沒有深入研讀教材的實踐經(jīng)歷,教學(xué)中常常出現(xiàn)目標(biāo)把握不準(zhǔn)、學(xué)習(xí)深度不夠甚至錯誤理解教材編寫意圖以及知識本質(zhì)的現(xiàn)象。因此,讀懂讀透教材、準(zhǔn)確把握教材是教師的短板,關(guān)注教材的解讀以及研究解讀的思路和方法應(yīng)該引起教師的格外重視。
[Abstract]:Positive teaching material is a common paradigm of regional learning materials in a period. In teaching practice, the use of teaching materials varies from person to person, but most teachers lack the consciousness to study the teaching materials, usually prepare lessons only as porters of reference teaching plans, and do not thoroughly study the practical experience of reading the teaching materials. The study depth is not enough, even misunderstands the textbook writing intention as well as the knowledge essence phenomenon. Therefore, it is a short board for teachers to understand the teaching materials and grasp the textbooks accurately. Therefore, it is necessary to pay special attention to the reading of the textbooks and the thinking and methods of studying the reading materials.
【作者單位】： 安徽利辛縣實驗小學(xué);
【分類號】：G623.5

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