论文部分内容阅读
课改实施至今,广大一线教师在学习并转变教学理念的同时,也时常会对新课标的理解存在一定的误区。比如,时下常常流行以课堂是否热闹,气氛是否活跃作为评价一节课好坏的标准。有的课堂,气氛倒是调动起来了,却忽视了学生在学习过程中到底收获多少,这种课堂的良好状态往往只浮现在毫无实际意义的表面。如何让数学课堂更有实效性,笔者以自己粗浅的经验,提出以下几点看法:一、分析学生原有的学习基础是课堂有效教学的起点挖掘学生学习活动的规律有助于我们提高课堂实效。比如,学生新旧知识之间存在如下规律:当学生新授知识与其原有知识经验的关联程度越大,就越容易激起他们的学习积极性;已有认
Since the implementation of curriculum reform so far, most front-line teachers have some misunderstandings about the new curriculum standard while they are learning and changing their teaching concepts. For example, nowadays are often popular to the classroom is lively, the atmosphere is active as a good or bad evaluation of a standard. In some classrooms, the atmosphere is uplifted, but neglecting how much the students have harvested during the learning process, the good state of such a classroom tends to appear only on the surface of no practical significance. How to make mathematics classroom more effective, the author with his superficial experience, put forward the following views: First, analyze the students’ original learning foundation is the starting point of effective teaching in the classroom to tap the law of student learning activities helps us to improve the effectiveness of the classroom . For example, the old and new knowledge of students there are the following rules: When the new knowledge of students associated with the more their existing knowledge and experience, the more likely to arouse their enthusiasm for learning;