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本文根据低年级学生的特点对低年级学生进行数学倾听能力分析的基础上,从以下三个方面谈了低年级学生倾听习惯的养成:一、在润物细无声的氛围中强化倾听意识;二、创设情境,以故事和活动的形式赋予“耳朵”的生命力,让学生乐于倾听;三、在师生评价、生生评价中鼓励倾听,善于倾听。先讲个老笑话:两个耳背的人,谁都不愿意承认自己耳背。一天两人碰到了一块,一个还扛了根钓鱼杆。没扛鱼杆的就问了:“怎么着,去钓鱼啊?”那位回答:“不是,我钓
Based on the analysis of the listening ability of lower grades students according to the characteristics of lower grades students, this article discusses the formation of listening habits of lower grades students from the following three aspects: First, strengthen the listening awareness in the subtle atmosphere of moistens; Second, the creation of situations, in the form of stories and activities to give ”ears “ vitality, so that students are willing to listen; Third, in teacher-student evaluation, evaluation of life and encouragement to listen, be good at listening. Talk about the old joke: no one wants to admit their own ears. Two met a day, one also carry a fishing rod. Did not carry the rod to ask: ”What, go fishing ah?“ ”Who answered: " No, I caught