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我们常会有这样的困惑:自以为课前所写的教学设计已经很严谨了,但是课堂效果却不尽如人意.笔者认为这主要有两方面的原因:一是老师没有真正明确学生的“最近发展区”;二是教师在组织教学时没有搭建好适当的脚手架.这两个原因导致学生在听课过程中思维不流畅,理解有障碍,所以课堂显得沉闷.以下笔者从教学角度谈谈“问题式脚手架”在数学课堂中的尝试.在数学课堂中,知识构建和知识巩固是两个核心环节.教师在这两个环节搭建适当的脚手架将有助于
We often have such confusion: thinking that the teaching design written before class has been very rigorous, but the classroom effect is not satisfactory .I think this mainly for two reasons: First, the teacher did not really clear students Recent development zone “; second, teachers did not set up appropriate scaffolding in the organization of teaching these two reasons lead to students in the process of thinking is not smooth, there are obstacles to understanding, so the classroom appears boring. The following author from the teaching point of view ”Problem-based Scaffolding " Attempt in Math Class In mathematics class, knowledge building and knowledge consolidation are two core components. The teacher building the proper scaffolding in these two aspects will help