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二、数学课堂教学的微观过程设计许多有经验的教师和研究者指出,一个结构良好的教学设计应包括宏观设计、微观设计和情景设计几个基本方面。宏观设计,即指总体的安排,这是在进行具体的微观设计之前必须考虑的。实践表明,宏观设计失当,就很难有好的教学效果。例如,有些教师不明确复习课的性质与作用,按教学顺序复述一遍,毫无新意,只会令学生生厌;有的教师在讲“一元一次方程”课时,不是把重点放在解法原理的分析上,
Second, the microscopic process of mathematics classroom teaching design Many experienced teachers and researchers have pointed out that a well-structured instructional design should include several basic aspects of macro design, micro design, and scenario design. Macro design refers to the overall arrangement, which must be considered before carrying out specific micro-design. Practice has shown that it is difficult to have good teaching results if macro design is not properly designed. For example, some teachers do not clearly review the nature and role of the lesson, and repeat it in the order of teaching. There is no new idea. It will only make the students annoyed; some teachers will not focus on the principle of solving the problem when they talk about the “one-dimensional equation.” Analysis,