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在数学概念的教学中,师生之间的问答是实施教学的常用手段。教师问什么样的问题、以怎样的方式问问题,对学生形成正确的概念认知、把握概念的内涵、提高元认知水平有很大的影响。设问的角度与时机、对学生回答的应对方式也反映了教师的教学水平和教育艺术,处理不当则得不偿失。1典型案例分析在概念课教学中,时常会出现一些令教师错愕的学生回答。在一节“任意角”公开课上,师生对三个问
In the teaching of mathematical concepts, the question and answer between teachers and students is a common means of teaching. Teachers ask what kind of problem, how to ask questions in the form of a correct understanding of the concept of the students to grasp the connotation of the concept to improve the level of metacognition has a great impact. Suppose the angle and timing of questioning, the way of responding to students also reflects the teaching level of teachers and educational art, improper handling is not worth the candle. A typical case analysis In the concept of class teaching, there are often some teachers make students stunned answer. In a section of “Any Angle” open class, teachers and students asked three questions