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陕西师范大学数科院2004级教育硕士张军雄学生在探索活动中提出的猜想,理应及时验证,让学生认识到猜想不一定正确,只有验证的猜想,才是正确的,才能有利于学生的合情推理能力的发展.课例(一)与课例(二)中学生思维开阔,提出多种猜想,但多未得到有效的验证,使学生滑入到教师的思维陷井之中.陕西师范大学数科院2005级教育硕士王辉四个课例设计的“课堂小结”这一环节的分析:课例(一)的小结由于下课时间到了也就“省略”掉了;课例(二)只是让学生谈学习体会,还应加强小结的力度;课例(三)的小结有师生的共同总结,也有学生提问教师回答,是较好的小结;课例(四)的小结
Institute of Mathematics, Shaanxi Normal University, 2004 Master of Education Zhang Junxiong students in the exploration activities proposed conjecture should be timely verification, so that students realize that the guess is not necessarily correct, only the test of the conjecture is correct, in order to be beneficial to the students’ Reasoning ability development Lessons (a) and lesson plans (b) secondary school students thinking open, put forward a variety of conjectures, but many have not been validated, so that students slip into the teacher’s thinking trap. ASTRI 2005 Master of Education Wang Hui four cases designed “classroom Summary ” Analysis of this part: Lesson (a) of the summary As the get out of class time to also “omitted ” lost; lesson plans B) just let students talk about learning experience, but also to strengthen the strength of the summary; lesson (c) summary of teachers and students have a common conclusion, there are students to answer the teacher to answer, is a better summary; lesson (d) summary