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目录在海港区中小学教学质量分析会上的讲话··········································海港区教育局副局长闫致中1运用电教媒体，激活品德与生活课堂教学·························································新一路小学刘娜3德育巧渗透润物细无声·············································································第十二中学吴雯玲4初中物理教学中的德育渗透·····································································外语实验学校邢书慧6创造性使用教材，因势利导，进行德育渗透····················································第十五中学郑春玲7浅析信息技术教学中的德育教育渗透·····························································第二中学段宪立10是金子总会发光的——浅谈中学生情感教育在语文学科中的渗透·························第十八中学李理11在《科学记数法》教学中进行环保渗透·······················································第十二中学赵桂丽12用尊重点燃自尊的火炬·········································································第十三中学李春凤14文以载道——《致女儿的信》中看德育渗透····················································萃文中学石雨鑫15合作、共赢，让学生享受学习的乐趣——以《生活的好帮手——数学》一课为例谈德育教育的渗透·········································································································第九中学毛双16我写我心故我思——浅谈作文教学中的德育渗透··································第十四中学付帅张立军18初中英语学科的德育渗透··············································································第八中学屈国华19································································································································19随风潜入夜，润物细无声——德育在化学教学中的渗透··································姚周寨中学李业红20《学会合作》心理活动课教学设计································································先盛里小学刘敏22《“精彩极了”和“糟糕透了”》课例研究报告··············································第十八中学廖志新24《在歌声中回眸历史的风云》——历史学科德育渗透课教学设计······················第十六中学时继莉26《对抗压力》心理活动课教学设计··································································第九中学王玉凤28《团结合作力量大》心理活动课教学设计·······························教师进修学校附属实验学校张淼32在震撼与思索中学会坚强——一堂思品学科的心理渗透课教学设计······················第九中学张素梅33真的爱你——“学会感恩，让爱同行”心理活动课课程设计····························第十六中学刘丽34孩子，我为什么打你·································································································毕淑敏36《拥抱真情》主题班会设计······································································第十五中学宋玉静37《母爱如歌》主题班会设计·········································································第十中学周亚峰40《向快乐出发》主题班会设计···································································海阳路小学郭琳琳44《心是快乐的根》主题队会设计·······························································白塔岭小学王秋艳47新课程下提高农村初中教学质量的思考与实践··············································姚周寨中学张宏臣49《农村小学美术课程资源的开发与利用》结题报告··········································东港路小学赵荔51《课外资料在小学高年级阅读教学中的运用研究》结题报告····························建设路小学张俊英55一块小木匾······························································································第九中学黄国清58习惯的培养是学习语文的法宝——小学语文教学随笔········································迎宾路小学黄涛60不能陪伴你依然温暖你·····································································东港镇第三小学郭秀红61当老师真好！··························································································白塔岭小学哈惟62致我们伟大的双手———对劳动的赞美与思考········································东港镇第三小学张海峰63校长挂职锻炼感言·····························································教师进修学校附属实验学校李海波63“最不精确”的测量···············································································建设路小学黄德腾70有趣的测量···························································································青云里小学武熙聿71港城大街访友···································································东港镇第三小学六年级二班赵丽杰71涂庄小学阳光体育冬季长跑活动启动仪式················································································721在海港区中小学教学质量分析会上的讲话海港区教育局副局长闫致中今天召开海港区中小学2007—2008学年度教学质量分析会，主要目的是分析上一个学年度我区中小学教学工作存在的主要问题及解决策略。中小学的两个教学质量分析报告内容真实，可操作性强，希望各学校组织教师认真学习，拿出改进意见。这次教学质量分析会反映出的一个最大问题就是教学质量的两级分化，这是当前教学工作面临的最大挑战，我们必须采取有力措施加以解决。基础教育的显著特征就是教育公平，我们必须落实科学发展观，为人民群众提供更多的优质教育资源。在教育走向内涵发展的今天，针对教学中面临的问题，聚集课堂、关注课堂、回归课堂是一种必然趋势，也是一种理性选择。现就今后一段时间抓教学工作的总体思路提出几点意见。一、从近期来讲，主要是抓提高教学有效性的工作。提出教学有效性问题，主要是针对当前有些学校教学效益低，存在无效教学现象，也就说两级分化严重，课堂教学没有完成基本教学任务，学困生进步不明显，相当一部分学生学习积极性不高，学习被动，因此抓教学有效性就显得尤为重要。进修学校各业务科室将用两年的时间开展“有效教学的探索与实践”的课题研究，用此课题统领全区的教学工作。课堂教学是否有效是关系到课堂教学质量的一个重要突破。什么是有效教学呢？所谓有效教学是指教师在通过一段时间的教学后，学生获取了具体的进步或发展，也就是说，学生有无进步或发展是教学有没有效益的唯一指标。教学是否有效，主要是指学生有没有学到什么或学习好不好，即使教师教学很辛苦，很认真，学生不买帐也是无效或低效的教学。有效教学要使学生有学习的愿望，学生渴望学习，而不是被动学习，有持续发展的内在动因，对学习感兴趣。教师要引导学生投入学习过程，有多样化的教学，有最有效的提问，了解学生的最近发展区，关注每一个学生的发展，焕发学生学习的生命活力。课应是有效率的课，是常态下的课，课堂里有相互的讨论和思维的碰撞，是真实有等待完善的课，是值得反思的需要重建的课。第一，面向全体学生，关注人的全面发展。教学要以学生为本，从学生实际情况出发，学生发展是德、智、体、美、劳和心理健康的全面发展，尤其是指学生的基本学力，情感、态度和品质，创新精神和实践能力的发展。要处理好教育与教学的关系，建立和谐的师生关系，既教书又育人。第二，有效教学是充满生命意识的教学。教师在教学过程中关注学生的进步和发展，教学中要有“对象”意识，不是“目中无人”的教学。第三，有效教学是经济的教学。在教学过程中要实现“多、快、好、省”，“多”是指单位时间里学生进步快、收获多；“快”是指单位时间短，教师要善于教学反思，我的教学成功在哪里？失败在哪里？原因是什么？我的教学是有效的吗？教学之外，学生还有娱乐和休息的时间，而不是课后有时间全部投入到教学和学习活动之中；“好”是指教学质量好，不是个别学生成绩好，而是整个教学对象成绩好；“省”就是花的时间和精力与所取得的成绩相符合。第四，有效教学是充满教学智慧的教学。教师在形成教学智慧的基础上，善于运用大量教学策略和好的教学方法，在处理教学活动中具有创造性，不断总结教学经验，关注学生的学习方法和心理承受能力。第五，教学中关注关键教学行为。有研究者提炼出五种关键教学行为：①清晰授课———具有逻辑、循序渐进的，清晰易懂的授课，没有分散学生注意力不良习惯；②多样化教学———多样的教学材料、提问、反馈和教学策略；③任务导向———建立成就内容导向，使内容覆盖面尽可能大，教学时间尽可能多；④引导学生投入学习过程———限制分散注意力的机会，使学生就学习内容进行操作，思考和探寻等；⑤确保学生成功率———把60%—2——70%的精力用在能给学生带来高水平成功率的