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心理学研究表明:学生的思维总是由问题开始的,在解决问题中得到发展。问题之中有情景,情景之中有问题,其核心是问题,“问题是数学的心脏”。在课堂教学活动中,根据不同的教学内容和教学对象,精心创设问题情景,可以在完善学生认知结构的同时,激发学生的探究欲望,强化学生的学习动机,发展学生的创新意识,可以提高学生主体参与教学过程的程度,有利于激发学生的求知欲望和思维的积极性,有利于让学生面对适当的难度,经受锻炼,体验成功,有利于旧知识向新知识的过渡、迁移和拓展,让学生在亲身体验中主动获取新知。一、对情景教学的理解1.它是一种“气氛”——能促使学生积极地、主动地、自觉地去想象、思考、探索,去解决问题或发现规律,并伴随着一种积极的情感体验.这种情感包括对知识的渴求,对于客观世界的探索欲望和激情,
Psychological research shows that: students always start thinking of the problem, to solve problems in the development. There are situations among the problems, there are problems among the scenarios, and the core is the problem. “The problem is the heart of mathematics.” In the classroom teaching activities, according to different teaching contents and teaching objects, carefully creating the problem scenarios can improve students ’cognitive desire, stimulate students’ inquiry desire, strengthen students ’learning motivation, develop students’ innovative awareness and improve Students participate in the process of teaching the extent of the subject is conducive to stimulate students’ desire for knowledge and the enthusiasm of thinking, help students face the appropriate difficulty, to experience exercise, experience is conducive to the old knowledge to the new knowledge of the transition, migration and expansion, Let students take the initiative to obtain new knowledge in the personal experience. First, the understanding of situational teaching 1. It is a “atmosphere ” - to enable students to actively, proactively consciously to imagine, think, explore, to solve the problem or find the law, accompanied by a Positive emotional experience that includes the thirst for knowledge, the desire to explore the passion for the objective world,