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认识层面上只能给教师指明方向,具体培养还需要在具体操作上落实。这就是追求宏观与微观的统一,认识与操作的统一。这里,教师需要学会把认识转化为措施,甚至可以细化为一系列具体的教学行为。这样就可以根据教材安排,结合学生认知规律,把策略具体技巧分阶段有目的地融入具体教学活动中。一、在基础以及质变上进行延伸从思想到具体实施过程需要桥梁。针对数学问题,其解决问题策略就是很好的桥梁。当然有了桥梁,并不等于有了一切,
Only on the level of understanding to the teacher pointed out the direction, the specific training needs to be implemented in the specific operation. This is the unification of pursuing the unity, understanding and operation of the macro and the micro. Here, teachers need to learn to translate their knowledge into measures that can even be refined into a series of concrete teaching behaviors. In this way, according to the arrangement of teaching materials and the cognition of students, specific strategies of strategies can be purposefully integrated into specific teaching activities in phases. First, to extend the basis and qualitative change From thinking to the concrete implementation process needs a bridge. For mathematical problems, the strategy of solving problems is a good bridge. Of course, having a bridge does not mean that there is everything.