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面对算法多样化,目前教师在课堂呈现出两种倾向:一是只追求表面现象,根本不给学生独立思考、探究、交流的机会,只有教师的讲解、启发、或介绍多种方法。这样,算法多样化的方法不是在学生的独立思考下得出来的,而是在教师的引导下出现的多种方法;二是教师把主动权交给学生,给学生足够的时间和空间选择自己喜欢的算法,学生在独立思考后往往有令人吃惊的发现。但教师却把学生的思维框在书本答案中,
Faced with the diversification of algorithms, teachers present two kinds of tendencies in the classroom at present: one is the pursuit of superficial phenomena only, and do not give students the opportunity to independently think, explore, and communicate. Only the teachers explain, inspire, or introduce a variety of methods. In this way, the method of algorithm diversification is not derived under the independent thinking of students, but in a variety of ways under the guidance of teachers; second, teachers give the initiative to give students enough time and space to choose their own Like algorithms, students often have surprising findings after thinking independently. But the teacher puts the student’s thinking in the book’s answer,