正版新书]学本课堂 教学方式变革的实践探索苏纾9787523502624

"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 ···························································84
探索数学实践求创新之源 立足学的课堂溯教学之本 ···························94
浅谈数学课堂中的“模型思想”渗透 ·············································103
专注源于激发
——初中数学课堂教学新课导入法探究 ········································109
“数形结合”思想在初中数学教学中的实践 ·······································114
激发学生学习数学动机与学习兴趣
——聚焦“学”为中心的课堂 ····················································120
构建学的课堂
——浅谈新课标背景下的合作学习在数学课堂中的应用 ···················125
第三章 “学本课堂”的实践探索——英语篇 ···············································133
基于教材的初中英语听说课案例研究 ···············································134
基于深度学习理念下的友好校接待课程设计案例及反思 ·······················141
初三英语听说课单元话题教学探究 ··················································149
以批判性思维为导向的英语阅读教学实例研究
——以“Pips Holiday”的教学为例 ·············································157
以学生为中心的英文戏剧课堂实践与反思 ·········································165
依托情境创设问题
——让学生主“动”起来 ··························································172
词汇组块在英语写作教学中的有效性研究 ·········································178
第四章 “学本课堂”的实践探索——理化生篇 ············································184
自制人体教（学）具
——感知化策略 ······································································185
深度探究的物理实验教学研究 ························································194
基于“化学学科能力”理论的单元作业设计实践研究T6 ······················202
促进学生“学会思考”的初中化学教学策略 ······································213
中学化学教学培养学生定量思维能力的研究与实践 ·····························219
指向核心素养提升的单元教学实施
——以复习“合成高分子”主题为例 ···········································225
高三实验复习的有效策略之挖掘教材实验的功能价值 ··························234
基于化学学科核心素养培养的元素化合物教学
——“海带提碘”课例实践 ·······················································241
基于深度学习的“化学反应与能量”学习设计与实践 ··························247
浅谈高中生生物核心素养培养的有效途径 ·········································255
第五章 “学本课堂”的实践探索——史地政篇 ············································260
在读本教学中培根铸魂
——以《习近平新时代中国特色社会主义思想学生读本》第八讲教学实践
为例 ···············································································261
审视地理学科试题特点 反思综合思维素养培养
——以北京卷一道选择题为例 ····················································269
单元设计下的历史现象教学把握
——以《新文化运动》一课为例 ·················································275
批判性思维下透过小分统计看政治学科能力培养 ································289
初中“历史布展设计”项目式学习的学思与躬行 ································296
建立学生为本的乡土课程
——以中关村地区研究为例 ·······················································302
新教师教学实践中的教学反思探析
——从走近学生到走进学生 ·······················································308
后疫情时代高中政治开放性作业设计的转变 ······································315
基于地理知识内在联系的逻辑思维能力培养策略研究 ··························326
浅谈疫情特殊时期的中学地理教学
——以“地理角度看新冠疫情的扩散与控制”线上教学为例 ·············332
单元进阶 变中求实
——“学本课堂”线上教学策略探究 ···········································339
第六章 “学本课堂”的实践探索——综合篇 ···············································346
PBL模式下机器人教学对初中生自我建构的影响 ································347
依托项目式学习构建以学为中心的信息技术课堂 ································353
后疫情时代中学生心理活动课体验载体的设计转变研究 ·······················359
北京市中关村中学初中跆拳道学生专项耐力素质水平调查与对策研究 ·····369
中小学开展传统舞龙运动的实践研究 ···············································376
浅谈如何构建现代民族室内乐合奏训练中“学”的课堂
——以《袅镶涧》《花鼓》音乐片段为例 ·······································385
基于“学本课堂”的美术教材逻辑体系梳理与课程设计建议
——以人美版八年级上册美术教材为例 ········································393"

"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，是海淀区承担重量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优选工作者，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》。"

《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。