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在解决数学问题时,学生的思路与教师的思路一般会大同小异,但这小小的差异,往往是我们教学的关键。正确把握和处理好这些思维上的差异,会让我们收到意想不到的教学效果。前不久,我与学生一起探讨了圆柱的体积和圆锥的体积以后,感觉意犹未尽,决定再研究一下圆台的体积。没有圆台模型,我就让学生用泥土自己做一个,为了便于制作,我发给学生一些圆锥模型,让他们顺着圆锥模型用泥块补下去做一个圆台。课堂上学生经过思考、探讨后,各组派代表汇报本组研究结
When solving mathematical problems, students’ thinking and teacher’s thinking are generally similar, but this small difference is often the key to our teaching. Correctly grasp and handle these differences in thinking will allow us to receive unexpected teaching results. Not long ago, after I discussed with students about the volume of the cylinder and the volume of the cone, I decided to find out more and decided to study the volume of the cone. In the absence of a roundabout model, I asked the students to make their own soil. For ease of production, I gave students some conical models that allow them to make a round table down the conical model with mud. Students in the classroom after thinking, after discussion, each group sent a report on behalf of the study group knot