数学微型课及其教学设计  

Micro-teaching of Mathematics and Teaching Design

作　　者：潘超[1] 

机构地区：[1]内江师范学院数学与信息科学学院,四川内江641100

出　　处：《内江师范学院学报》2010年第2期80-83,共4页Journal of Neijiang Normal University

基　　金：四川省教育厅人文社科重点研究基地--西华师大四川省教育发展研究中心项目(川教函[2006]486号)

摘　　要：为了提高高师学生教学实践能力,倡导开展微型课的试教训练,从对微型课的认识入手,结合高师学生教学案例,探讨微型课及其教学设计.微型课的特点有:规模小、环节齐,目标准、重心明,节奏紧、效率高,理念新、创意好.微型课的教学设计策略为:目标定位具体化,课题引入情境化,主题教学问题化,例题设计梯度化,师生互动自然化,小结反思条理化.Micro-practice teaching was advocated to improve the practical teaching ability of students in normal universities. Starting off from the understanding of micro-teaching, coupled with some teaching examples, a discussion was made of micro-teaching and micro-teaching design. Micro-teaching is characterized by its ＂small scale with complete links, accurate objectives with clear focus; quick pace with high efficiency; novel concepts with great creativity＂. The strategies for micro-teaching design are： specifying of teaching objectives; situational lead-in of topic ; problem-oriented topic teaching; gradient example design; natural teacher-student interaction; and systematization of summary and reflection.

关 键 词：高师学生 微型课 教学设计 

分 类 号：G642.421[文化科学—高等教育学]