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【案例背景】在学校“同课异构”教学比武活动中,五年级的竞赛课题是《平行四边形的面积》。听课后,发现这两节课的教学流程极为相似,都是让学生亲历猜想——验证——应用的过程,然后通过自主探索、小组合作、动手操作探究平行四边形的面积公式。在教学过程中,学生的猜想也如出一撤——生1:用数方格的方法来计算面积。生2:我觉得跟长方形的一样,用底乘邻边来计算。但是老师在接下来验证环节中的处理却大相径庭:A老师引导学生验证了第一种猜想后,
Case Background In the school “Heterogeneous ” teaching contest, the fifth grade competition topic is “the area of parallelogram”. After the lectures, we found that the teaching processes of these two classes are very similar, all of which allow students to go through the process of conjecture - verification - application and explore the area formula of the parallelogram through self-exploration, group cooperation and hands-on operation. In the process of teaching, the students’ conjectures are also withdrawn. Students 1: Calculate the area by using the square method. Health 2: I think with the same rectangular, with the bottom by the adjacent edge to calculate. However, teachers in the next step in the verification process is very different: A teacher to guide students to verify the first guess,