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title="我要投稿">我要投稿</a></span> </div> <script type="text/javascript">s("content_top");</script> <div id="ldafdr4sr" class="content"> <div id="ldafdr4sr" class="excellent_articles_box"> <ul> <li id="ldafdr4sr" class="excellent_articles_title">相關(guān)推薦</li> </ul> </div> <p>“形神兼?zhèn)洹钡恼?/p><p> 　　近兩年來，張家港市的許多學校都裝備了多媒體教室，不少教師利用多媒體技術(shù)，制作了大量服務于課堂教學的多媒體課件，將整節(jié)課從展示教學目標，到課堂教學的導入，從復習舊知識到新課內(nèi)容引入，一直到課堂總結(jié)、課堂練習全部包攬到課件中。這樣的課件的確在提高課堂教學效率方面起到了一定的作用。但是，其實這還是“教師帶著教材走向?qū)W生”，是機械地將多媒體技術(shù)應用到課堂教學中去，是一種現(xiàn)代化的“注入式”教學。這樣的做法，只是完成了形式上的“整合”。</p> <p>　　我覺得，更好的做法是在教學中使用“網(wǎng)絡技術(shù)”。教師事先將課堂教學中要用到的各種資源保存在某一特定文件夾下或做成內(nèi)部網(wǎng)站，讓學生訪問該文件夾或網(wǎng)站來選擇有用信息；也可以為學生提供適當?shù)膮⒖夹畔�，如網(wǎng)址、搜索引擎等。教師上課之前，首先教會學生各種獲取、加工信息的方法，然后布置學習目標和研究任務等，讓學生在網(wǎng)絡教室進行自主學習。如果需要的話，還可以將內(nèi)部網(wǎng)站連接到互聯(lián)網(wǎng)上，給學生以更大的自主學習</p> <p>　　空間。學生在學習中遇到困難，除了向教師請教和在BBS上相互討論外，還可以到網(wǎng)上去搜索，最終自己找到問題的答案，達到學習目標，完成研究任務。這樣的“整合”才是真正意義上的“整合”，是形式和內(nèi)容兩方面的“整合”。在上小學社會課第六冊《戰(zhàn)爭與和平》的時候，由于課本上關(guān)于兩次世界大戰(zhàn)的資料比較少，六年級的學生已經(jīng)初步掌握了計算機的基本操作，會上網(wǎng)瀏覽，會收發(fā)電子郵件，會用 Word和 PowerPoint做作品，于是我就嘗試讓學生利用計算機和互聯(lián)網(wǎng)來學習。授課地點在網(wǎng)絡教室里，學生兩人一臺電腦，可以直接上網(wǎng)和加入BBS討論。教師可以利用網(wǎng)絡教室軟件控制和指導學生的計算機操作。</p> <p>　　下面是簡單的課堂實錄：</p> <p>　　導入</p> <p>　　教師播放第二次世界大戰(zhàn)中著名的諾曼底登陸戰(zhàn)役和描述第二次世界大戰(zhàn)后果的電影片斷。</p> <p>　　師：你看了這兩段電影片斷，有什么感想嗎？</p> <p>　　（學生分別提出自己的看法，使學生感受到戰(zhàn)爭與和平的矛盾，激發(fā)學生的學習興趣。）</p> <p>　　師：戰(zhàn)爭是殘酷的，和平是美好的，今天，我們就一起來學習《戰(zhàn)爭與和平》一課。</p> <p>　　閱讀課文</p> <p>　　師：請同學先把這篇課文通讀一遍，如果你有什么疑問，請在書上做好記號，然后，我們一起來交流。</p> <p>　�。▽W生看書后提出問題，教師把學生的問題進行歸納整理。）</p> <p>　　師：大家覺得書本上提供的信息太少，我們一起到網(wǎng)上找找看。</p> <p>　　網(wǎng)上學習</p> <p>　　教師向?qū)W生介紹如何使用網(wǎng)站和論壇。學生開始操作，教師巡回指導，幫助有困難的學生。</p> <p>　　制作作品</p> <p>　　教師簡單介紹下載圖片和文字、使用Word或PowerPiont的方法，以及制作電子報刊的常識。</p> <p>　　學生小組合作或個人制作作品，要求必須要有自己的觀點。</p> <p>　　評價作品</p> <p>　　教師事先把電子報刊的評價表發(fā)給學生，然后讓學生進行相互評價，教師只是指導，不包辦代替學生的評價。</p> <p>　　在這堂課中，學生通過瀏覽我制作的《戰(zhàn)爭與和平》內(nèi)部網(wǎng)站以及其他相關(guān)軍事網(wǎng)站，體會獲得信息、分析信息、處理信息的全過程。學生儼然是一個研究者，圍繞“做爭與和平”這個主題，從課本和互聯(lián)網(wǎng)上尋找自己所需要的資料，在網(wǎng)站討論區(qū)參加問題討論，然后用Word或PowerPiont制作自己的研究報告。實踐證明，學生很喜歡用這種方式來上社會課，課堂效果也不</p> <p><b>[1] [2] </b></p><script>s("content_relate");</script><p>【“形神兼?zhèn)洹钡恼稀肯嚓P(guān)文章：</p><p><a target="_blank" href="http://www.shangyepx.com/fenxianghulianwang/hanyucidian/20140512000000_1043481.html" title="兼?zhèn)?>兼?zhèn)?/a><span>04-30</span></p><p><a target="_blank" href="http://www.shangyepx.com/lunwenzhaiyao/wenxueyishulunwen/20100809165223_390493.html" title="化語言的多維理解為譯文的形神兼?zhèn)?楊憲益、戴乃迭《傷逝》譯本的闡釋學分析">化語言的多維理解為譯文的形神兼?zhèn)?楊憲益、戴乃迭《傷逝》譯本的闡釋學分析</a><span>05-02</span></p><p><a target="_blank" href="http://www.shangyepx.com/lunwenzhaiyao/zhexuezongjiaolunwen/20100801120843_373801.html" title="道教內(nèi)丹術(shù)的形神觀">道教內(nèi)丹術(shù)的形神觀</a><span>05-02</span></p><p><a target="_blank" 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