作者：苏纾
页数：206
出版社：科学技术文献出版社
出版日期：2023
ISBN：9787523502624
电子书格式：pdf/epub/txt
内容简介
《感悟新课程 培养新学生》这本书主要介绍了教师在实施新课程新教材中的课堂实践与研究，如何充分利用新课程新教材来培养新学生，实现新课程新教材的教学目标。此外，这本书也集中展现了老师们的思考与成果，供教师和教务人员参考学习。
作者简介
苏纾，北京市中关村中学、中关村中学知春分校校长，中学高级校长。曾任海淀区教委中学教育科科长，是海淀区承担国家级教育改革三大实验项目“拔尖创新人才早期培养”“特色高中发展”“优秀班主任队伍建设”等工作组组长。教育部“深度学习”及“学习方式变革”等教学改进项目负责人。先后主编有《聚焦课堂，学法导航》《通识教育 助力未来》等著作。有《文化为根 分层推进——中学科学教育的整体探索》等多篇文章公开发表。
李瑩，北京市中关村中学化学高级教师，北京市化学学科骨干教师，海淀区化学学科带头人，海淀区化学兼职教研员，海淀区名师工作站学员，一直从事化学一线教学工作。曾被评为海淀区青年先进工作者，曾荣获北京市中小学第二届“京教杯”青年教师教学基本功二等奖、海淀区“风采杯”高中教师教学成果展示化学学科综合成绩一等奖。多篇论文获得全国、市级一、二等奖，参与编写《高考命题改个背景下化学教学中的关键问题》、《评价辉映化学课堂》。
目录
目 录
第一章 “学本课堂”的实践探索——语文篇 ··················································1
“以学生为中心”的教学设计课堂实施策略研究 ····································2
“学本课堂”理念下的《欧也妮·葛朗台》整本书教学思考 ·····················8
以任务驱动方式推进整本书阅读与研讨
——以《红楼梦》阅读为例 ························································15
统编高中语文教材写作任务的教学思考
——以必修教材上册第一、二、六、七单元为例 ·····························20
关注教材变化，以深度学习理念改变教学“碎片化”现象 ·····················29
发挥学生主体作用，深入领略古诗之美
——以《秋词（其一）》为例 ·························································35
整本书阅读的策略建构
——以《钢铁是怎样炼成的》为例 ···············································39
同中求异 异中求同
——新课标视野下古诗词比较阅读“知人论世”运用探究 ·················45
第二章 “学本课堂”的实践探索——数学篇 ·················································51
用问题设计撬动教学方式转变
——从“问题串导航法”到“核心问题驱动法” ·····························52
“学本课堂”观念指导下的高中数学单元化教学设计研究 ······················59
在数学教学中创设思辨课堂活动的实践研究 ·······································68
关注“不规范”背后的问题让课堂教学走向“再创造” ························78
让学生体验深度学习
——以椭圆概念教学为例 ·························
第一章 “学本课堂”的实践探索——语文篇 ··················································1
“以学生为中心”的教学设计课堂实施策略研究 ····································2
“学本课堂”理念下的《欧也妮·葛朗台》整本书教学思考 ·····················8
以任务驱动方式推进整本书阅读与研讨
——以《红楼梦》阅读为例 ························································15
统编高中语文教材写作任务的教学思考
——以必修教材上册第一、二、六、七单元为例 ·····························20
关注教材变化，以深度学习理念改变教学“碎片化”现象 ·····················29
发挥学生主体作用，深入领略古诗之美
——以《秋词（其一）》为例 ·························································35
整本书阅读的策略建构
——以《钢铁是怎样炼成的》为例 ···············································39
同中求异 异中求同
——新课标视野下古诗词比较阅读“知人论世”运用探究 ·················45
第二章 “学本课堂”的实践探索——数学篇 ·················································51
用问题设计撬动教学方式转变
——从“问题串导航法”到“核心问题驱动法” ·····························52
“学本课堂”观念指导下的高中数学单元化教学设计研究 ······················59
在数学教学中创设思辨课堂活动的实践研究 ·······································68
关注“不规范”背后的问题让课堂教学走向“再创造” ························78
让学生体验深度学习
——以椭圆概念教学为例 ·························
