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目前,学校正在一年级如火如荼地实践着“玩转数学”课程,每节课不预设知识技能目标,相反通过创设任务和情境,引导学生在自主完成任务的过程中,进行数学思考,学生的生成到哪里,我们的课就上到哪里,不拔高,不限制。在这种突破常规的理念引领下,一线的教师在课堂教学中时常会碰到这样那样的困惑,尤其是会因课堂中教学语言的变化,导致学生的生成出现截然不同的情况,下面我就具体来说明一下。一、课堂实录:失败的“摆数”课著名教育家布鲁纳认为:不经历真正的知识过程而单纯接受的知识不能成为生动的知识。只有操作是符合少年儿童的认知规律的,操作可以让学生
At present, the school is in full swing in the first grade “Fun mathematics ” curriculum, each lesson does not preset knowledge and skills goals, on the contrary through the creation of tasks and situations, to guide students in the process of autonomous tasks, mathematical thinking, Where are the students’ births, where does our class go, not high, not limited. Guided by this breakthrough in conventional concepts, front-line teachers often encounter such confusion in classroom teaching, especially because of the change of teaching language in the classroom, resulting in a very different situation of student generation. Specifically to explain. First, the classroom Record: failure “figure” class famous educator Bruner that: without going through the real knowledge process and purely accepted knowledge can not be a vivid knowledge. Only the operation is in line with the cognitive laws of children, the operation allows students