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一节“7的乘法口诀”示范课,让我一直不能忘怀。记得在教学课堂巩固练习这一环节时,我的教学过程被打乱了,经过是这样的:当我出示练习题6+6+6+3=()后,同学们很快就做出来了,通过提问总结出两种做法:(1)6+6=12 12+6=18 18+3=21;(2)6×3+3=21。给这节课做个总结,就可以圆满完成本节课的教学任务,教学目标也就达到了。我依旧问:“同学们做这道题还有其他的方法吗?”同学们又开始了讨论,班里顿时“乱”了起来,有的同桌在互相争论,有的回头与同学讨论着什么,还有的已经举起了小手要求回答。看着同学们期待的目光,我把课堂交给了同学们。第一
A “7 multiplication formula ” demonstration class, let me never forget. I remember in the teaching class to consolidate this part of the practice, my teaching process was disrupted, after this is: When I produce the exercises 6 + 6 + 6 + 3 = () after the students quickly made out , Through the question summed up two kinds of practices: (1) 6 +6 = 12 12 +6 = 18 18 +3 = 21; (2) 6 × 3 +3 = 21. To make a summary of this lesson, you can successfully complete the teaching task of this lesson, teaching objectives have been reached. I still ask: “Students have other ways to do this problem? ” The classmates began to discuss again, the class immediately “chaos” up, some at the same table arguing with each other, and some look back Discuss something with your classmates, and others have raised their hands and asked for answers. Looking at the look of the students looking, I gave the class to the students. the first