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2011版的人教版教材对“解决问题”这一知识板块作了较大的调整,教材内容结构发生很大的变化,明确提出了三个标题:“知道了什么?”、“怎样解答?”、“解答正确吗?”。“知道了什么?”就是获取信息、提出问题;“怎样解答?”就是分析问题、解决问题;“解答正确吗?”就是验证解答结果是否正确。这样的编排凸显出解决问题的过程性,在解决过程中,让学生习得分析问题和解决问题的策略与方法,培养解决问题的能力。笔者就以“带余问题”教学为例阐述自己的想
The textbooks of the 2011 version of the PEP have made major adjustments to the “problem-solving” knowledge plate, and the content structure of the teaching materials has undergone great changes. Three headings have been clearly put forward: “What do we know?” “How to answer? ”, “Correct answer? ”. “Know what?” Is to obtain information, ask questions; “how to answer? ” Is to analyze the problem, solve the problem; “answer is correct? ” Is to verify the answer is correct. This choreography highlights the process of solving the problem, in the process of solving the problem, let students learn the analysis of the problem and the strategy and method of solving the problem, cultivate the ability to solve the problem. The author expresses his own thoughts by taking “teaching problems with remaining” as an example