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通过“问题-亲历-变式-梳理”模式的课堂实践,探索“有趣、有疑、有创”的小学数学教学。有趣,即教师教得趣味盎然,学生学得妙趣横生;有疑,即教师问得巧,学生问得妙;有创,也就是教师情理之中的设计,孕育学生思维意料之外的精彩。当然以一定理论支撑下的教学模式,可以兑现前述的“三有”好课观;更为重要的是,丰富的课堂教学实践,又反过来映衬了教学模式的可行性:在模式的实践中平衡直接经验与间接经验,平衡过程与结果。
Through the “Problem - Experience - Variant - Combing” mode of classroom practice, to explore “interesting, suspicious, invasive” elementary mathematics teaching. Interesting, that is, teachers teach interesting, students learn fun; doubt that the teacher asked dexterity, the students asked wonderful; invasive, that is, the design of the teacher’s feelings, giving birth to the wonderful ideas of students beyond expectations. Of course, the teaching model under the support of a certain theory can fulfill the aforesaid good view of “three haves”. More importantly, the rich practice of classroom teaching, in turn, sets the feasibility of the teaching mode: in the model Practice in the balance of direct experience and indirect experience, balance the process and results.