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数学讲究知识间的联系,这里说的“联系”一般指知识的前后关联、循序渐进和系统性。我在执教四年级“平面图形”这部分内容时,意外发现了一些跳跃的联系,它们看上去毫无关联,却带来了精彩的课堂生成,让我收获了创新的愉悦。1.“四边形”与“集合圈”。练习中的一道判断题引发了我的思考:“四条边都相等的四边形一定是正方形。”这句话对吗?学生通过尝试画图的方法,发现仅有四条边都相等的条件,画出的不一定是正方形。现在的学生真不可小觑!不少人都能说出“菱形”的名称,于是我便顺水推舟,及时补充提问:“什么样的四边形算是菱形呢?大家观察一下,菱形具有什么特点?”
Mathematically speaking about the connection between knowledge, here said “contact ” generally refers to the context of knowledge before, after the gradual and systematic. When I coached the fourth grade “Graphic Graphics ”, I unexpectedly found some jumping relationships that seemed irrelevant but brought a wonderful class to the classroom and made me reap the joy of innovation. 1. “quadrilateral ” and “collection circle ”. One of the judgments in the exercise triggered my thinking: “The quadrilateral that is equal on all four sides must be a square.” Is it true? Students try to draw a picture and find that only four sides are equal, It’s not necessarily square. Nowadays students should not be overlooked! Many people can say “diamond ” name, so I will push the boat, and promptly added questions: “What kind of quadrilateral is diamond? Everyone observe, what are the characteristics of diamond ? ”