论文部分内容阅读
新《课标标准》将培养学生的自主学习能力作为一项重要目标提出,可见预习在整个学习知识的过程中有着不可低估的作用。关于小学数学教学是否需要学生预习,教育界一直争论不休。那么,如何引导学生预习?预习之后应采用怎样的教学策略?笔者认为:教师应正确把握学生的认知起点,找准教学的切入点,及时了解学生的学习动态,对教材进行合理的组织处理,灵活选用教学方法,适时调整自己的教学行为,使课堂闪烁着智慧、富有生命色彩,努力使预习后的数学课堂教学成为学生解决问题的“研究课”。
The new “standard” will develop students’ self-learning ability as an important goal, we can see the preview in the process of learning knowledge can not be underestimated. The education community has been debating whether or not primary mathematics teaching requires student preparation. So, how to guide students to preview? What kind of teaching strategy should be used after the preparation? The author believes that: teachers should correctly grasp the cognitive starting point for students, find out the starting point for teaching, keep abreast of students’ learning dynamics, reasonable organization of teaching materials , Flexible selection of teaching methods, timely adjustment of their teaching behavior, so that the classroom flashing wisdom, full of life and color, and strive to make the mathematics classroom after the preview to become students to solve the problem “research class ”.