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“先学后教”的“学”即学生自学,是学生带着教师布置的任务有目标的自学。教师应根据学生的学习情况调整自己的教学预设,有效地组织教学。那么,怎样才能较为准确地把握住学生的学习起点,并在此基础上优化自己的教学呢?一、课前准备,调查摸底(一)课前师生交流准确把握学生的认知起点,即学生学习新内容所必须借助的知识准备,是教师进行教学设计的基础。教学起点可以从不同层次学生的课前谈话中获得,根据学生的反应,确定哪些知识应该重点讲,哪些知识可以略讲甚至不讲。(二)生活数据收集数学教材利用学生身边丰富的资源,
“Learn before teaching ” “Learning ” that is, students self-study, is a task of students with a targeted arrangement of self-study. Teachers should adjust their teaching presuppositions according to the students’ learning situation and organize teaching effectively. So, how can we grasp the starting point of students’ learning more accurately and optimize their teaching on the basis of this? First, prepare before class and thoroughly investigate (1) Students need to learn new content to prepare for the knowledge, is the basis for teaching design teachers. The starting point of teaching can be obtained from the pre-class conversation of students at different levels. Based on the students’ reactions, it is determined which knowledge should be emphasized and what knowledge can be spoken or omitted. (B) life data collection Math textbooks use the rich resources around the students,