论文部分内容阅读
《全日制义务教育数学课程标准(实验稿)》指出:“学生是学习的主体,学生掌握知识的过程是各自独特见解交流、互动互进的过程。”我们在课堂教学中,要落实上述要求,激发学生对不同意见展开辩论,辩中生疑,疑处动手,能有效促进学生的学习。案例: 18米长的绳子,每3米剪成一段,剪成了几段?共剪了几次? 让学生先独立解答,然后小组交流一下自己的答案和想法。不一会儿,对立派别形成了,各不相让,略去老师的引发部分,重组学生的交流内容,摘录如下: 生1:“我是用除法来计算的,因为18÷3=6.所以剪成了6段,共剪了6次。” 生2:“我也是用除法进行计算的,但我认为共剪了5次。”
“Full-time compulsory education math curriculum standard (experimental draft)” pointed out: “Students are the main body of learning, students grasp the process of knowledge is their own unique exchange of ideas, interaction and interaction. ” We in the classroom teaching, to implement The above requirements, to stimulate students to debate different opinions, debate suspicion, the suspicion of hands-on, can effectively promote student learning. Case: 18-meter-long rope, cut every 3 meters, cut into pieces and cut several times? Have the students answer each other first and then the group exchange their own answers and thoughts. A short while later, the opposing factions formed, each giving up, ignoring the teacher’s trigger part, reorganizing the exchange of students, excerpts are as follows: Health 1: “I use the division to calculate, because 18 ÷ 3 = 6. Became 6, a total of 6 cut. ”“ Health 2: ”I also use the division of calculation, but I think a total of cut 5 times.“ ”