由使用教材的两个误区谈数学阅读的做法

• 作 者: 徐永军
• 机 构: 江苏省仪征市龙河中心小学,
• 出 处: 新课程(中旬)
• 发表日期: 2011年11期
• 关键词: 使用教材 数学阅读 误区 学习主动性 教研活动 教学方式 教学效果 公开课

近年来,参加各类级别的教研活动,听到不少比较好的公开课,很多教师的课表面上确实上得很好,不仅有新意,教学方式也很新颖,使学生的学习主动性发挥得淋漓尽致,教学效果也较好但其普遍现象却是基本不用教材,研究课、示范课尚且这样,这就不可避免地带来一种导向和倾向,更多的教师在课堂上让学生放弃了对教材的有意义的阅读,实际上是认识的误区。

In recent years, to participate in teaching and research activities at all levels, to hear quite a lot of open courses, many teachers really do well on the surface, not only new ideas, teaching methods are also novel, so that students learn to play initiative Most vividly, the teaching effect is also good, but its common phenomenon is the basic need of teaching materials, research class, demonstration class, and so on, which inevitably brings a guide and tendencies, more teachers in the classroom so that students give up The meaningful reading of teaching materials is actually a misunderstanding of understanding.