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课前慎思当问及“9+5=?”时,大部分孩子会不假思索地回答:“得14呀,太简单了!”面对“你能说一说14是怎么得来的吗”这一问题时,孩子们会说:“姥姥告诉我的呀!”“幼儿园老师说的!”“我背出来的,我还会背9+6=15,9+7=16呢。”……在90%的孩子已经知道了计算结果的情况下,我们将如何组织教学活动?将如何把学生的学习引向深入?我想,数学是需要讲道理的。数学的学习,理应知其然,也知其所以然。基于这样的思考,在教学北师大版教
When you ask “9 + 5 =? ”, Most children will answer without hesitation: “It’s too easy!” “To face” You can say how 14 “” “Kindergarten teacher said! ” “I back out, I will back 9 + 6 = 15 , 9 + 7 = 16? ”" ... How do we organize teaching activities when 90% of children already know the result of the calculation? How to lead the students’ learning further? I think mathematics needs to be addressed Reasonable. Mathematical learning, we should know, but also know why. Based on this thinking, teaching in the teaching of Beijing Normal University