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自课改以来,数学课堂教学出现了深刻变化,学生自主探究、自主发现、自主总结的教学方式取代了以教为主的方式,在这种教学模式下,学生的思维更开阔,动手能力更强,质疑能力更高。而作为数学课堂的设计及组织者——老师正面临着新的挑战:在学生的自主交流中,如何选择更优的切入点进行引导和提升?在学生似懂非懂的情况下,如何用最佳的形式引导学生的思维走向理性?面对学生的疑问和困惑,如何有效引领学生进行反思?
Since the curriculum reform, profound changes have taken place in the classroom teaching of mathematics. Students independently explore, independently discover and summarize their own teaching methods to replace the teaching-based approach. In this teaching mode, students have more open-minded and hands-on skills Strong, more questionable ability. As the design and organizer of the math classroom, teachers are facing new challenges: how to choose a better starting point for guidance and promotion in students’ autonomous communication? How to use The best form to guide students ’thinking to rational? Facing the students’ questions and confusion, how to effectively lead students to reflect?