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【案例描述】“尊重学生个性,让学生动手操作,在体验中学习数学。”是我在教学“面积单位间的进率”中带给我最深的感触。师:上节课我们学习了面积单位,能用手势表示一下1平方厘米和1平方分米分别有多大吗?师:那么,1平方分米和1平方厘米有什么关系呢?用什么办法来证明一下。生1:可以在1平方分米的正方形纸上摆1平方厘米的小正方形纸,看看能摆多少个。生2:还可以剪一剪,看看1平方分米能分成多少个1平方厘米。
【Case Description】 “Respect the individuality of the student, let the student begin the operation, learn the mathematics in the experience. ” It is my deepest feeling that in my teaching “Rate of entering the area unit ”. Teacher: In the previous lesson, we studied the area units, can we use gestures to express 1 square centimeter and 1 square centimeter, respectively, how big? Teacher: So, what is the relationship between 1 square decimeter and 1 square centimeter? Prove it. Students 1: You can put 1 square centimeter square paper square 1 cm square paper, see how many can be placed. Students 2: You can also cut a cut to see how many 1 square decimeter can be divided into 1 square centimeter.