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数学问题来源于生活。帮助学生理解现实生活中的数学问题,形成解决问题的意识和能力,是新课程主要目标之一。问题情境教学是实现该目标的最佳途径。1.问题情境可以引发求知的自我需要。学生一旦对某个问题产生兴趣,自然就会产生一种强烈的内在需要,从而追根溯源。问题情境恰恰可以满足学生的这种需要,使学生逐步喜欢上数学。教学“三角形的中位线”时,教师出示几个形状不同的四边形给几个不同的学习小组,让他们把手中图形
Mathematical problems come from life. It is one of the main goals of the new curriculum to help students understand the real-life mathematical problems and form the awareness and ability to solve the problems. Problem situation teaching is the best way to achieve this goal. 1. Problem situations can trigger self-awareness for knowledge. Once students have an interest in a problem, naturally, there will be a strong internal need to trace its roots. The problem situation can exactly meet the needs of students, so that students gradually like math. Teaching “Triangle of Triangles ”, the teacher showed several different shapes of quadrilateral to several different study groups, let them put the hands of the graphics