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小学数学课题中实施“生本”教育以来,“生本教育”课堂倡导:先做后学,先会后学,先学后教,教少学多,不教而教,以学定教。前置性作业是经常出现在学生的学习中,那么教师如何进行前置性作业的设计就显得尤为重要。小学高年级学生,有一定的学习能力,其操作前可以把课堂教学要求的细节,可以设计一些动手实践的研究,使他们能够通过自学掌握的知识点,课堂掌握反馈沟通的内容,使学生觉得更有成效,使学生学习感到更多的快乐。
Since the implementation of “primary ” education in primary school mathematics, “student-based education ” classroom advocacy: first do after school, first learn later, first learn after teaching, teach less and learn more, do not teach and teach Learn to teach. Pre-emptive work is often present in the learning of students, then the design of pre-work how teachers are particularly important. Students of higher grade primary school, have a certain ability to learn, before the operation can be the details of classroom teaching requirements, you can design a number of hands-on research so that they can learn through self-learning point, the classroom to master the content of feedback communication, so that students feel More effective, so that students feel more happy learning.