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古人云:师者,传道、授业、解惑也,这是古人对老师的诠释。但在目前的中职数学教学过程中笔者越来越觉得师者的第三个“功能”未得以充分发挥。很多学生在学习过程中很少主动提出问题,大多是在课堂上被动的思维与接受知识,是什么让学生主动发问的现象越来越少?是什么让他们越来越不爱举起曾经是那么积极的小手?这种“问题感”缺实的现实令我不得不开始反思我的教学,反思我的数学课堂。
The ancients said: teacher, preaching, teaching, doubts also, this is the ancients interpretation of the teacher. However, in the current teaching process of secondary vocational mathematics, the author believes that the third “function ” of the teacher has not been brought into full play. Many students in the learning process seldom take the initiative to ask questions, mostly in the classroom passive thinking and receiving knowledge, what makes the students ask fewer and fewer questions? What makes them less and less love raised once So positive little hand? This “sense of reality ” lack of reality so I had to begin to reflect on my teaching, reflection on my math class.