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站在讲台上16年,手拿教材16年,有着“年年岁岁花相似,岁岁年年人不同”的感觉。梳理下来,若把如何用教材的经历分为三个阶段的话,大致是:仰望教材,教教材;审视教材,改教材;研究教材,用教材。很明显,第三个阶段更为科学、合理,有研究的味道。适合即好“复式条形统计图”一课,教材设计了如下学习路径:按给出的某地区城乡人口统计表制出两幅单式条形统计图,然后按问题指示把两幅单式条形统计图合并成一幅图,进而学习复式条形统计图。我在2007年执教这
Standing on the podium for 16 years, holding the textbooks for 16 years, with the “age of the year spent similar to the age of different people,” the feeling. Combed down, if the experience of how to use the teaching materials is divided into three stages, roughly: look up textbooks, teaching materials; review teaching materials, teaching materials; research textbooks, textbooks. Obviously, the third stage is more scientific, rational and researching. Suitable for good “double streak chart ” lesson, the teaching material designed the following learning path: according to the given urban and rural population tables in a region to produce two single-type bar chart, and then press the question to indicate two Single-style bar charts merged into a map, and then learn the double-bar chart. I coached this in 2007