论文部分内容阅读
经常听到教师讲:学员的脑筋太简单,不能把公式灵活运用,不能“举一反三”。他知道(a+b)~2是什么公式了,可是(a+2b)~2他就不知道了。也常听到学生说:教师讲的我全明白,就是不知道如何运用?双方诉苦,各说道理,请问教学经验丰富的老教师,他们说:举例要由浅入深,循序渐进,步步深入,定能“举一反三”“事半功倍”。可是究竟如何才能由浅入深,循序渐进步步深入呢?怎样才能“举一反三”收到“事半功倍”的效果呢?这是一个问题。现在我把讲代数课举例的方法,步骤介绍如下,以供参考。
Teachers are often heard to say: The trainees’ brains are too simple to use the formula flexibly and cannot “infer one thing from the other”. He knows what formula (a+b)~2 is, but he does not know (a+2b)~2. I often hear the students say: I am fully aware of what the teacher said, that is, I do not know how to use it. Both sides complained. I would like to explain the truth. I would like to ask the old teachers who have rich teaching experience. They said: Examples should be shallow and deep, step by step, and step by step. It will be able to “do more with less” and “do more with less.” However, how can we go from shallow to deep and step-by-step further? How can we “reciprocate” the effect of “doing more with less”? This is a problem. Now I will introduce the method of giving examples of algebra lessons. The steps are described below for reference.