题目详情

阅读材料,按要求作答。

一新教师面向校内上公开课,教学内容是《经济生活》中的“依法纳税”。在分析“依法纳税是公民义务”时,列举了很多生活中存在的违反税法的现象,然后又设计了一个情景剧,让学生上台表演,探究学生如何以主人翁的意识关注国家对税收的征管。一名同学扮演小商店的老板,两名同学扮演消费者。教师设计的思路是:两名同学购物后,经一人提醒后索要发票,并借机向店老板宣传税法知识。但两位“消费者”却临场发挥,反复强烈要求先退掉手中的“假货”,双方僵持不下。该教师看了看后面听课的十几位老师,也慌了手脚,片刻思考后,决定终止这场表演,并无奈地说:“同学们太厉害了,请先回座位,我们课后继续讨论,好吗?”

请根据材料分析该老师的做法是否得当?其运用的教学策略如何?

正确答案及解析

正确答案
解析

此案例反映了教师生成资源观的匮乏,教师没有生成意识,缺乏应对策略,教师的教学仍然没有突破预设的牢笼,教学的价值取向还是为了完成既定的教学目标和任务。所以当课堂出现了意外时。教师只能“一避了之”,回避和忽视生成的结果,不仅使教师失去了应有的风度,也造成了生成性资源的白白流失。案例中,学生的“假货”风波,实际上就蕴涵着很有价值的资源因素,“假货”暴露出市场信用的缺失。这时,教师完全可以打破原先的设计思路,转而结合“假货”问题让学生探究、讨论市场经济如何呼唤诚信、市场秩序为何需要道德约束。这就不仅化解了“争议”,还使诚信教育水到渠成。

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