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纵观目前的课堂,许多教师已经在自己的课堂教学中设计了不少让学生参与的操作活动,力求使我们的课堂变得生动活泼,但是对课堂操作稍作整理,就可以发现一些问题:在操作设计时,由于教师缺乏对教材的理解,或者对问题设计的目的不清楚,导致学生的动手操作的低效,学生的思维没有得到训练,失去了操作的初衷。听了两节六年级的《估算一堆小麦的质量》一课,两位老师的做法可谓方法不一,结果真是大相径庭。两位教师在课始都出示圆锥形学具,提出的问题
Throughout the current classroom, many teachers have designed a number of operational activities for students to participate in their classroom teaching, in an effort to make our classroom lively and vivid. However, a little sorting out of class operations can reveal some problems: When designing the operation, the lack of understanding of the teaching materials by the teachers or the unclear purpose of the problem design lead to the inefficient operation of the students and the students’ thinking is not trained, thus losing their original intention of operation. After listening to two sixth grade “Estimating the Quality of a Pile of Wheat,” the two teachers described different approaches and the result was very different. Both teachers presented conical syllabus at the beginning of the class and asked questions