小组合作学习中教师课堂巡视策略探析
发布时间：2018-10-15 21:12
【摘要】：教师的课堂巡视是影响小组合作学习质量的重要因素。当前教师的课堂巡视存在不作为和乱作为的现象,原因在于在合作学习过程中教师自身的角色定位及其作用发挥不当。为了进一步提升小组合作学习过程中的课堂巡视质量,教师应当做到:首先,在课前要动脑动手做好小组合作学习方案的预设,巡视时要谨言慎行把好提示关;其次,采取"三段"式观察和"四诊"法诊断的课堂巡视方法,注意视与导相结合,避免走入"五忌"的思维误区;最后,在小组汇报时,应采用研讨式交流和梯度式互动的办法,以激发学生参与的热情,提升小组汇报的价值。
[Abstract]:Teachers' classroom inspection is an important factor affecting the quality of cooperative learning. At present, teachers' classroom inspection exists the phenomenon of omission and disorderly action, the reason lies in the teacher's own role orientation and improper function in the process of cooperative learning. In order to further improve the quality of classroom inspection in the process of cooperative group learning, teachers should: first of all, use their brains before class to do a good job in setting up the plan of group cooperative learning, and when visiting, they should be careful in their words and deeds to make good suggestions; secondly, We should adopt the method of "three paragraphs" observation and "four diagnostics" to diagnose the classroom inspection, pay attention to the combination of vision and guidance, and avoid the mistaken thinking of "five taboos". Finally, when we report in group, we should adopt the methods of argumentative communication and gradient interaction. In order to stimulate the enthusiasm of students to participate, improve the value of group reporting.
【作者单位】： 厦门市湖里区教师进修学校;
【分类号】：G632.4
本文编号：2273847
[Abstract]:Teachers' classroom inspection is an important factor affecting the quality of cooperative learning. At present, teachers' classroom inspection exists the phenomenon of omission and disorderly action, the reason lies in the teacher's own role orientation and improper function in the process of cooperative learning. In order to further improve the quality of classroom inspection in the process of cooperative group learning, teachers should: first of all, use their brains before class to do a good job in setting up the plan of group cooperative learning, and when visiting, they should be careful in their words and deeds to make good suggestions; secondly, We should adopt the method of "three paragraphs" observation and "four diagnostics" to diagnose the classroom inspection, pay attention to the combination of vision and guidance, and avoid the mistaken thinking of "five taboos". Finally, when we report in group, we should adopt the methods of argumentative communication and gradient interaction. In order to stimulate the enthusiasm of students to participate, improve the value of group reporting.
【作者单位】： 厦门市湖里区教师进修学校;
【分类号】：G632.4
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