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为了更进一步地貫彻教育方針,我組在支部的领导下,在集体备課的基础上,胜利地完成了十六节课的珠算教学任务。通过这次珠算教学,我們取得了一些收获。 1.教师的情况:老师对珠算教学大多数是生疏的,有的老师一向沒有教过珠算,有的老师虽然过去教学过,但現在已遺忘了,因此感到教珠算是一种负担,说:“我自己还不会呢!怎能教会学生?”有的认为:“同学卽使学会,到毕业时也就忘了,用不上。”經过反复讨论,大家統一了认识,一致认识到珠算是正确地、迅速地解决有关生产实际問題的计算工具之一;珠算的,教学是培养和提高学生运算能力和技巧的一种具体措施,因之必須要把珠算教学搞好,要树立信心,完成教学任务。 2.学生的情况:通过了解大体可分以下几种。
In order to further implement the education policy, under the leadership of the branch, the group successfully completed the task of teaching abacus in 16 lessons on the basis of collective lesson preparation. Through this teaching of abacus, we have made some gains. 1. Situation of teachers: Teachers are mostly unfamiliar with abacus teaching. Some teachers have never taught abacus. Although some teachers have taught in the past, they are now forgotten. Therefore, they feel that teaching abacus is a burden, saying: “I myself will not be able to do it! How can we teach students?” Some believe that: “The classmates instigate the school, and they forget even when they graduate. They don’t have access to them.” After repeated discussions, everyone unanimously understood and realized that Abacus is one of the calculation tools for correctly and quickly solving practical problems in production; for abacus, teaching is a concrete measure for cultivating and improving student’s calculation skills and skills. Therefore, it is necessary to do a good job of abacus teaching and establish confidence. Complete the teaching task. 2. The student’s situation: By understanding the general can be divided into the following categories.