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我们在进行预学后教、先学后导的教学实践中,许多老师都有这样的困惑:在预学单的设计中导在何处?在学生预学、老师前测后导在何处?在课堂新知学习中导在何处?下面从多个不同的角度谈谈我的教学实践和思考。一、在学习内容的分析中精准制导1.导在新知迁移点多数小学数学新知的学习都建立在旧有知识之上,围绕新知的生长点设计灵活的问题,引导学生通过练习唤醒已有的知识经验,通过对问题的思考,让学生提炼出有利于新知学习的概念、法
We are in the pre-teaching, first-run teaching practice, many teachers have such confusion: in the design of the pre-school guide where? In the student pre-school, the teacher pre-test where Where are you led in class learning? Here’s my teaching practice and thinking from a number of different perspectives. I. Accurate guidance in the analysis of learning content 1. Guiding at the Migration Point Most elementary mathematics learning is based on the old knowledge, designing flexible problems around the growing point of the new knowledge and guiding the students to awaken the existing ones through practice Knowledge experience, through the thinking of the problem, let the students extract the concept of learning is conducive to the new knowledge, law