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一、教学设计(一)教学背景在近几年教学实践中我们发现这样的怪现象:绝大多数学生认为数学很重要,但很难;许多学生完全依赖于教师的讲解,不会自学,不敢提问题,也不知如何提问题。这说明了学生一是不会学数学,二是对数学有恐惧感,扼杀了他们太多的快乐和个性特长。建构主义提倡情境式教学,认为多数学习应与具体情境有关,只有在解决与现实世界相关联的问题中,所建构的知识才将更丰富、更有效和易于迁移。
First, the teaching design (A) teaching background In recent years, teaching practice we found this strange phenomenon: the vast majority of students think mathematics is very important, but very difficult; many students rely entirely on the teacher’s explanation, not self-study, not Dare to mention the problem, I do not know how to ask questions. This shows that students will not learn math one, and second, fear of mathematics, killing them too much happiness and personal expertise. Constructivism advocates situational teaching, believing that most learning should be context-specific, and that the constructed knowledge will be richer, more efficient and easier to migrate in solving the problems associated with the real world.