摘要
辨识"说课"之外的义理与机理要以"教案"为依据、以"答辩"为支撑,"说课"之内的义理与机理寄寓在"说课评级表"中。对于"说课评级表"在"评价点"中所列出的"说课项目"及其逻辑结构,教师参赛"说课",在内容上应该准确把握项目义理,价值判断与评委保持一致;在形式上遵循"说课评级表"规定范式,说课程序与评委量分程序保持一致;在技巧上,尽量让说课思路与评委考察思路保持一致;以便赢得评委的心理呼应和价值认同。
The iidentification of moral principles and mechanism beyond ＂giving a lecture＂ should be based on ＂the teaching plan＂ and supported by ＂making open reply＂. The moral principles and mechanism within ＂giving a lecture＂ reside in the rating table. As for the projects and their logical structures listed in the evaluation points on the rating table, in order to win the psychological echoes and value recognition of the judges, the participants should master the moral principles of the projects exactly and coincide with the judges in the value judgment. The participants should also follow the provision paradigm of the rating table and coincide with the judges in the procedures. Besides, in the skill, the participants should try to make his own teaching idea and the judges＇ examining ideas consistent.
出处
《职教通讯》
2013年第10期19-25,共7页
Communication of Vocational Education
关键词
两课
说课
项目
义理
机理
＂two courses＂ evaluation
giving a lecture
project
moral principles
mechanism
作者简介
戴林东，男，江苏省泗洪中等专业学校中学高级教师，江苏省特级教师，首届中国职业院校教学名师，江苏省“333高层次人才培养工程”中青年科学技术带头人，主要研究方向为中学（中职）语文教学、中等职业教育。
