论文部分内容阅读
《全日制义务教育数学课程标准》指出:数学教学是数学活动的教学,学生的数学学习活动应当是一个生动的、活泼的、主动的和富有个性的过程,是师生之间、生生之间交流讨论、动态生成、共同发展的过程。教师如何应对和处理课堂教学中的非预设生成?如何提高学生的合作探究能力、实践能力和解决问题的能力?这是我们需要探讨的问题。一、充分挖掘学生的“错误”资源学生在学习中出现错误可以暴露出他们思维中的错误,这个错误可以当作一种生成性资源,教师加以巧妙地运用,会产生“点石成金”的效果,生成无限精彩。例如:一个车间要加工468个零件,工人每小时加工52个零件,经过8小时,还剩多少个零件没有生产?问题一提出,学生很积极,连平时不大发言的同学也举
The full-time compulsory education mathematics curriculum standard points out that mathematics teaching is the teaching of mathematics activities. Students’ mathematics learning activities should be a vivid, lively, active and individualized process. Exchange and discussion, dynamic generation, common development process. How to deal with and deal with non-presuppositions in classroom teaching? How to improve students’ ability to explore, practice and solve problems? This is a question that we need to explore. First, to fully tap the students “errors ” resources Students in learning errors can reveal their thinking errors, this error can be used as a kind of generative resources, teachers skillfully use, will have Into gold "effect, generating infinite wonderful. For example, a workshop will process 468 parts and workers will process 52 parts per hour. After eight hours, how many spare parts are left unproductive? As soon as the question was raised, the students were very active. Even the students who did not speak usually said