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“疑”为经,“思”为纬是一种有效的课堂结构方式,它注重留给学生广阔的思考空间,可以让学生从整体上更全面地把握学习材料,突破课堂教学结构的局限性,把一节课上知识的学习融入学生学习的整个历程。特级教师华应龙在全国数学观摩课中执教了《圆的认识》一课,华老师的这节课就采用了这种粗线条的整体架构、开放的结构方式。教学中,教师创设了一个寻宝情境,以“疑”为经,以“思”为纬,在寻宝情境中充分地激疑、释疑和存疑,从而激活了整个数学课堂结构的设计。
“Thinking ” as the “thinking ” for the weft is an effective way of classroom structure, which focuses on leaving students with a broad space for thinking, allowing students to grasp the learning material more completely overall, breaking the classroom teaching The limitations of the structure, the knowledge of a class learning into the entire course of student learning. Hua Yinglong, a top teacher, coached a class called “Circle of Understanding” in the National Mathematics Observation Course. This lesson of Teacher Hua uses the overall structure and open structure of such bold lines. Teaching, the teacher created a treasure hunt situation, “doubt ” as the basis, “thinking ” as the latitude in the treasure hunt context fully suspicious, dispel doubts and doubts, thus activating the entire mathematical classroom structure design .