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教材是重要的课程资源,是课堂教学的载体。在教学实践中,二度开发教材已经成为教师必备的基本功,不管是在日常的教学中,还是在公开课上,教师都会有意无意地对原有教材进行处理。对教材不同的处理方式,呈现出不同的课堂教学效果。那么,对教材的处理应当基于怎样的价值追求呢?是追求外显的功能——掌握知识、形成技能,还是追求内在的价值——让学生的数学思维得到真正的发展?在一次“同课异构”活动中,两位教师在执教苏教版一年级下册“求被减数的实际问题”这节课时采用了不同的处理方式,引起了我的一些思考。一、案例回放案例一在教学例题前,教师设置了一个简单的情境。
Teaching material is an important curriculum resources, is the carrier of classroom teaching. In teaching practice, the second development of textbooks has become an essential basic skills of teachers, whether in daily teaching, or in open class, teachers will be consciously or unconsciously to deal with the original textbook. Different treatment of teaching materials, showing a different effect of classroom teaching. So, what should be the pursuit of teaching materials? It is the pursuit of explicit function - to master knowledge, form skills, or the pursuit of intrinsic value - to enable students to truly develop mathematical thinking? In a Lesson Heterogeneous “activities, the two teachers coached the first edition of the Sujiao version ” The actual problem of being reduced by the number of "This lesson took a different approach, aroused some of my thoughts. First, case replay case one In the teaching example, the teacher set a simple situation.