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初中地理分层次教学论文+实施方案+理论基础

更新时间:2016-8-7:  来源:毕业论文

初中地理分层次教学论文+实施方案+理论基础
Abstract
Appropriate education is the best education. The full implementation of quality education is a profound change in China's educational undertakings. The students there are differences in practice, such as the level of intelligence, interests, hobbies, living environment, and enthusiasm for learning; these have varying degrees of impact on students learning to accept the speed of knowledge. China's traditional education focus is teaching emphasize the unity of the common. Hierarchical teaching in recent years for the implementation of individualized, full respect for the individual differences of students, the development of the student's personality, and improve the quality of teaching a new topic is one of the effective implementation of quality education. Implementation of the different levels of teaching high school geography class proceeding from the perspective of quality education, emphasis on the development of students 'personality traits to develop students' ability to adapt and innovation ability, everyone can learn lifelong benefit to their own geographical knowledge, thus becoming geographic qualities of the high standards of citizens. This is also in line with the concept of the new curriculum reform and the development of students.
    The process of research and practice, I mainly use the comparison method, the process and results of scientific analysis. According to the comparison of the space-time characteristics of horizontal comparison and vertical comparison, respectively.  In addition, before and after the practice of using interview survey combined with a questionnaire survey method, in order to understand the student to the hierarchical teaching views and attitude, so as to timely adjust and arrange accordingly. With experience summary method to guide practice constantly.
    Proved through the study and practice of the subject, the hierarchical teaching in the face of all students, concern every student personality characteristics, promote the comprehensive development of the students on the basis of the original effective forms of organization, is conducive to the development of students lifelong. Found through the practice of teaching, there are still many problems to be solved, and the corresponding solution.
    Hierarchical teaching is not only a form of a teaching organization, it is a new teaching ideas, has important practical significance and great vitality in the new curriculum reform and the implementation of quality education today. "People-oriented", attention to each student development requirements, the hierarchical teaching educational theory, the summary of the new curriculum reform experience, and constantly develop new theories, better guidance on teaching practice. Teaching activities for all students, there are differences in the teaching, the implementation of common progress. Cultivate the students' interest in learning, improve student learning enthusiasm clearly reflects the dominant position of students, creating a pleasant and harmonious learning atmosphere between teachers and students, to achieve a win-win situation of teaching.
Keywords: Student diversity Hierarchical teaching High school geography
摘  要
适合的教育才是最好的教育。全面推行素质教育,是我国教育事业的一场深刻变革。而学生在实际中存在各方面的差异,如智力水平、兴趣爱好、生活环境、学习积极性等,这些都不同程度的影响着学生的全面发展。我国传统教育注重的是教学一致,强调的是共性和统一。分层次教学是近年来为实施因材施教,充分尊重学生个体差异,发展学生个性,促进所有学生全面发展,提高教学质量而提出的新课题。在高中地理课堂中实施分层次教学是从素质教育出发,重视发展学生个性,培养学生的适应能力和创新能力,让人人都能学习到对自己终身有用的地理知识,培养良好的地理情感,从而成为具有高标准地理素养的公民。这也符合新课程改革以学生发展为本的理念。office2007的word该工程中的宏被禁止.怎么解决
分层次教学不仅是一种教学组织形式,更是一种新的教学思想,在新课程改革和实行素质教育的今天,有着重要的实践意义和旺盛的生命力。在“以人为本”,关注每一个学生发展的要求下,分层次教学丰富了教育教学理论,通过对新课程改革经验的总结,不断发展新理论,更好的指导教学实践。在教学活动中,面向全体学生,进行有差异的教学,实行共同的进步。培养了学生的学习兴趣,提高了学生的学习积极性,学生的主体地位得到明确的体现,营造了老师和学生间愉快和谐的学习气氛,实现了教学的共赢。
分层次教学的研究和实践过程中,运用比较法,对过程和结果进行科学的分析。按照比较的时空特点,分别进行横向比较和纵向比较。在实践的前后还采用访谈调查与问卷调查相结合的方法,以了解学生对分层次教学的看法和态度,从而适时做出相应的调整和安排。用经验法来对实践过程不断的进行指导。
通过对本课题的研究和实践,证明了分层次教学是面对全体学生,关注每一位学生个性特点,促进学生在原来基础上全面发展的有效组织形式,利于学生终身的发展。通过实践发现了教学中还存在很多问题需要解决,并提出相对应的解决办法。
关键词:学生差异 分层次教学 高中地理 2707

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