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叶澜教授在《重建课堂教学过程观》一文中提到:“学生在课堂活动中的状态,包括他们的学习兴趣、注意力、合作能力、发表的意见和观点、提出的问题与争论乃至错误的回答等,都是教学过程中的生成性资源。”因此,我们教师要善于抓住“错误”这一宝贵的教学资源,以新的观念、新的眼光,站在新的视角上对其进行重新定位。一、正视错误,体会学生的感受心理学分析:由于学生受生理、心理特征及认识水平的限制,出错是不可避免的。在我们的数学课堂中,每天都有学生“出错”。有时出错反而有利于教学,有利于学生更好地掌握数学知识。作为数学教师,要正确地对待学生在学习数学过程中出现的错误。
In his article “Re-establishing the Process of Classroom Teaching”, Professor Ye Lan mentioned: “The status of students in classroom activities, including their interest in learning, attention, ability to cooperate, opinions and opinions expressed, questions and controversies raised, and even Wrong answers, etc. are all generating resources in the teaching process. ”Therefore, we teachers should be good at grasping the valuable teaching resource of “ mistake ”, with new ideas and new eyes, standing on the new From the perspective of its re-positioning. First, face up to errors, feel the feelings of students Psychological Analysis: Due to the physiological and psychological characteristics of students and the level of awareness restrictions, mistakes are inevitable. In our math class, there are students “mistakes ” every day. Sometimes mistakes but conducive to teaching, help students better grasp of mathematical knowledge. As a math teacher, we should correctly handle the mistakes made by students in learning math.