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在参与集体备课及课后反思时,和同事们争议最多的就是:对教学目标的确定、教学重难点的把握上。《数学课程标准》对各种知识点应达到的目标有非常明确的描述,可为什么有时整节课的思路不清晰?重难点不突出?容量不恰当?教学既定目标达不到?……反思之余,我们会发现只有真正读懂教材,结合学生现有的生活情境,创造性地使用教材,才能准确把握知识的内在联系。
When participating in collective lesson preparation and after-class reflection, the most controversial issues with colleagues are: the determination of teaching objectives and the grasping of teaching difficulties. “Mathematical Curriculum Standards” for a variety of knowledge points should achieve a very clear description of the target, why sometimes the whole class ideas are not clear? The heavy and difficult not to highlight? Capacity is not appropriate? In addition, we will find that only by truly reading teaching materials, combined with the existing life situation of students, creative use of teaching materials, can accurately grasp the internal relations of knowledge.