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教学的本质在于“教学生学,涉及到学什么、怎么学?”低水平的教学,看到什么就教给学生什么,是知识的搬运工;高水平的教学,能让学生透过现象看到本质,既学习显性知识,又能挖掘出其后的隐性知识,如学科的本质、思想方法、结构和意义等,为学生提供适时、适切的学习支持。数学概念教学的关键是揭示其概念的本质属性。先看两个课堂教学的例子。案例1:一位教师“函数单调性的教学”的课堂教学流程:1阅读教材;2实例思考;3概念认知;4三点注意;5问题探究5道题;6方法小结;7练习5道题;8课堂小结。案例2:一位教师“直线斜率的教学”的课
The essence of teaching is that “teaching students learn how to learn what, how to learn?” “Low-level teaching to see what is taught to the students what is knowledge porter; a high level of teaching that allows students through the phenomenon Seeing the essence, both learning explicit knowledge, but also tap the subsequent tacit knowledge, such as the nature of the discipline, ways of thinking, structure and meaning, etc., to provide timely and appropriate learning support for students. The key to mathematical concept teaching is to reveal the essential attributes of its concept. Take a look at two classroom teaching examples. Case 1: a teacher ”monotonic teaching function “ classroom teaching process: 1 reading materials; 2 examples of thinking; 3 concept of cognition; 4 three points of attention; 5 questions to explore 5 questions; 6 summary of methods; 7 Practice 5 questions; 8 classroom summary. Case 2: A teacher ”Teaching of linear slope " lesson