2019物理高效课堂教学实施方案_工作报告.pdf

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1、1/15文章来源网络整理，仅供参考学习2019 物理高效课堂教学实施方案物理高效课堂是针对课堂教学的无效性、低效性而言的，应该怎样实施。下面是有20 xx 物理高效课堂教学实施方案，欢迎参阅。20 xx 物理高效课堂教学实施方案范文1 高效课堂教学是促进学生发展、提高教学质量的最根本途径，是决定教师教学水平的核心。为了进一步推进老店中学物理课堂教学改革，有效提高我校物理课堂教学效果，根据巧家县老店中学“善学八步”课堂教学模式实施方案，结合我校学生具体情况，引领我校物理课堂教学，特制定此方案：一、我校物理课堂教学现状我校的高效课堂建设在借鉴它校的基础上已有雏形，如巧家县第三中的教学六环节“一导、

2、二标、三学、四练、五展、六收”，对课堂教学效率的提高有较好的促进作用。为深化高效课堂建设，进一步提高我校课堂教学效率，有效引领课堂改革，决定实施中学物理“善学八步”导学案，以点带面，整体提高全县的高效课堂建设。二、“善学八步”导学案指导思想中学物理“善学八步”导学案立足全县物理教学实际，反思课堂教学的实践，进一步推进课堂教学改革，力求在转变教师观念、改进教法学法、优化课堂结构、融洽师生关系、深化实验、自主学习、当堂达标等关系课堂教学成败的几个关键点上实现突破，创建高效课2/15文章来源网络整理，仅供参考学习堂。三、“善学八步”导学案的基本理念核心是教学的高效益检验课堂教学效果的重要标准是学生学

3、习的有效性，高效课堂要在有限时间内使学生的发展达到最大化，做到优质、高效、低负、低成本。高效课堂的生命是以学生为主体唤醒学生的主体意识，落实学生的主体地位，促进师生智慧的生成和生命的共同生长。高效课堂的价值取向是学生得到全面和谐的发展使学生高效获得知识与技能，关注过程与方法、情感态度与价值观。高效课堂教学实施的手段是互动包括师生、生生互动;通过互动明确目的，发挥主动;通过互动进行交流，共享经验;通过互动进行探究，深化思维。高效课堂教学评价的基本思想是以学论教以学生的学习来评价教师的教，以学生在课堂教学中的状态来评价课堂教学的质量。高效课堂的发展动力是教师的不断反思与创新教师要具有主体意识，富有

4、创新精神，进行反思探究，不断生成自己的教育智慧。四、“善学八步”导学案的模式框架“善学八步”导学案 课堂模式的八个环节是：1、激情导入;2、展示示目标;3、自主学习;4、合作探究;5、展示演练;6、知识梳理;7、达标测评;8、教学反思。(一)教师通过故事、实验现象等一系列有激情、有悬念等导入新课。文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H

5、1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9

6、文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4

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8、4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9

9、Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10

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11、8Y4H1 ZN7D4A7S9Y93/15文章来源网络整理，仅供参考学习 (二)揭示目标，明确重点：教师通过对教材、教参的深入研读，结合学情，制定出本堂课的三维目标，明确这节课的重难点，并根据教材实际和学生的认知特点，配以合理的学法指导。(三)自主学习、完成提纲：在这一部分，教师根据教材内容设置预习提纲，预习提纲的题目应为基础题，是教材知识的体现及简单的延伸，应当保证大多数的同学都能会。(四)当堂检测 (五)合作探究、质疑释疑在这一部分，教师要预设探究问题，这些问题是预习内容的深化，必须是单个同学不能解决，需要集体商讨，教师引导点拨实验等完成的内容。这些内容先有学生独立思考，然后小组内设中心发

12、言人，对教师预设的问题，发表自己的看法，其他同学进行补充。然后提出本小组共同的困惑，这些困惑既可以是教师预设的问题也可以是小组经过商讨后生发的问题。(六)小组展示，强化训练对于合作探究中的问题，教师要让各小组承担一定的展示任务，其他小组的成员和老师对其展示情况共同进行评价。展示既可以展示对问题的理解，也可以展示经过组内探究，本组遇到的困惑，求得其他同学和老师的帮助，得到彻底解决。作与社会生活、与实际应用紧文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E

13、8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4

14、H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y

15、9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J

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17、Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S

18、9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V1

19、0J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y94/15文章来源网络整理，仅供参考学习密相关的有关练习，让学生学会运用，知道生活处处有物理。(七)评价总结是知识的延伸、技能的迁移，学生能够总结本节课的内容，使学生养成良好的总结归纳习惯，对学生能力的提升大有益处。备课老师根据本堂课的教学内容，精选题目对学生进行当堂测试，检查学生达标情况，为下面的教学服务。(八)作业巩固及教学反思最后一部分是教学思考、师生反思，作业巩固等;反思本节的收获、得失、存在的问题，需提高的地方等。五、“善学八步”导学案的活动目

20、标及要求 1、加强备课环节，准确解读教材、课标和学生，在把握学情的基础上对教材、教学资源进行加工提炼，按导学案的模式要求，通过“教师个人初备集体研讨专业引领课案生成个性设计”的基本途径，形成目标明确、重点突出、脉络清晰、方式灵活、学法指导切合学生实际的教学设计，力求每一份导学案都被写成符合学生特点的“精品导学案”。2、加强上课环节，以构建和实现课堂教学中师生“双主体”模式为核心目标，以最大限度发挥好“双主体”课堂教与学的功能为主要任务，提高课堂教学效率，力求使每一节课都成为“精品课”。教学过程要突出学科特点-实验教学，符合学生知识、能力、情感态度与价值观的生成过程，要符合学生的身心需要。要关注

21、学生参与的文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8

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24、4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:C

25、B8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 H

26、Y3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN

27、7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y95/15文章来源网络整理，仅供参考学习广度、深度与自觉度;要关注学生的小组合作;要关注实现有效学习学生的数量及有效程度;教师重点引导、讲解的问题符合学生需要的程度;要关注学生与教师提问、讨论、作业等活动表现出的精神状态与价值追求;要关注目标教学;体现当堂

28、达标。3、加强研究环节，采取以教研组为单位的观摩课、汇报课、研讨课等多种课题教研形式，深入课堂，深入教学第一现场，掌握改进、完善、构建“善学八步”导学案教学模式的第一手资料，通过潜心研究，定期深入交流，为实现“精品教案”和“高效课堂”的课改任务提供理论和智力支持。4、深化、优化导学案，服务于一线教学。通过与一线教研组老师们的交流、研讨、修改、完善导学案的细节，更好的指导教学，使课堂教学更高效。20 xx 物理高效课堂教学实施方案范文2 为深化新课程改革，进一步推进素质教育，切实提高我区物理课堂教学效率，克服课堂教学中出现的重形式轻内容、重数量轻质量、重教法轻学法、重训练轻反馈等偏差和不足，真正

29、实施“高效课堂”，特制定本方案。一、指导思想以德城区教育局高效课堂建设实施方案为指导，结合我区物理学科实际，全面落实新课程理念，积极探索自主、高效、充满活力的课堂教学，真正实施“高效课堂”，从而切实提高教学准备、教学过程、训练检测、课后辅导、教学评价的有效性。文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:C

30、B8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 H

31、Y3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN

32、7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码

33、:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4

34、 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1

35、ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y96/

36、15文章来源网络整理，仅供参考学习二、基本教学模式：“先学后教，当堂训练”教学流程如下：1、“先学”，教师简明扼要地出示学习目标;提出自学要求，进行学前指导;提出思考题，规定自学内容;确定自学时间;完成自测题目。2、“后教”，在自学的基础上，教师与学生，学生与学生之间互动式的学习。教师对学生解决不了的疑难问题，进行通俗有效的解释。3、当堂训练：在“先学后教”之后，让学生通过一定时间和一定量的训练，应用所学过的知识解决实际问题，加深理解课堂所学的重、难点。课堂的主要活动形式：学生自学学生独立思考学生之间讨论学生交流经验。三、实施内容和策略 1.提高教学准备的高效性。高效的课堂教学，必须有高效的教

37、学准备环节，否则，谈不上有效的课堂教学，更谈不上高效的课堂教学。教学准备指的是教师在制定教学方案时所要做的工作，包括教学目标的设定、教材的处理、方法的选择、教学组织形式的确定、教学环节的设计以及教学方案的形成等。文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1

38、ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档

39、编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8

40、B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H

41、1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9

42、文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4

43、E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y97/15文章来源网络整理，仅供参考学习 (1)备内容

44、要把教材看作是一个范本，努力做到入乎其内，吃透教材，把握重点、难点，同时又要把教材看作是一个例子，不唯教材，力图出乎其外，举一反三，触类旁通。要与课本对话，引导学生感悟文本的内在意蕴。要精心设计教学流程，提炼出简练而有效的教学主线，层层推进。(2)备学生教师在课前要全面了解学生的学习情况和学习需求，根据“学情”有的放矢地进行备课。(3)备训练依据教学内容和学生实际，精心选择和设计课堂练习，下发训练教材，教师必须先做，去粗取精，去伪存真，要做到讲练结合、精讲精练、当堂训练、快速反馈，充分发挥学生在课堂教学过程中的主体意识，调动学习积极性。具体策略：抓实集体备课。首先做到“四到位”：时间到位，地点

45、到位，内容到位，备课主讲人到位。其次完善集体备课常规：一人主备、教研组内讨论、集体修改，真正将集备制度落到实处。2.提高课堂教学的高效性。课堂是教师实现“高效课堂”活动的主阵地，也是关键环节。学生的成长依赖的是每一堂课的积累，提高课堂教学效率是当务之急。文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V

46、10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N

47、7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4

48、A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB

49、8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY

50、3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7D4A7S9Y9文档编码:CB8V10J4E8B4 HY3N7D8Y4H1 ZN7