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在复式课堂教学中,“动”“静”安排是否合理,直接关系到学习效果的好坏,因此处理好“动”“静”关系,是提高复式教学质量的关键。下面就谈谈我在处理“动”与“静”关系中的几点体会和建议:一、“静”时尝试,“动”时指导尝试教学立足“实践”,提倡让学生“亲口尝梨子”。在复式数学教学的动静搭配上,可以吸取尝试教学的特点,“静”时要求学生自学课本,尝试练习。通过课内自学,让他们独立地反馈知识、探求新知识。到“动”时,教师先讲评学生在自学中的共性疑难点:再把思维方法教给学生,使他们明确道理。如有一位老师教数学第七册(省编六年制试用课本)《应用题》例2(第74页)时,就是这样进行的。上课一开始,他就布置三项自动作业,让学生自学。
In multi-class classroom teaching, whether “moving” “static” arrangement is reasonable or not is directly related to the effect of learning. Therefore, dealing with the relationship between “moving” and “static” is the key to improving the quality of double teaching. Here to talk about my handling of “moving” and “static” in the relationship between a few experiences and suggestions: First, the “static” when trying, “moving” to guide the attempt to teach based on “practice” to promote students to “taste Pear ”. In the compound teaching of the static and dynamic collocation, you can learn the characteristics of trying to teach, “static” requires students to learn textbooks, try to practice. Through in-class self-study, let them independently feedback knowledge, explore new knowledge. To “move”, the teacher first comment on students in self-learning common difficult points: and then thinking of ways to teach students so that they make it clear. This is the case when a teacher teaches Mathematics Book No. 7 (a six-year pilot textbook in province) and “Application Note” No. 2 (p. 74). At the beginning of class, he arranged three automatic jobs for students to learn by themselves.