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教学“8的除法”时,某教师安排了这样一道变式题:24÷3=□÷□=□÷□=□÷□=□÷□师:第一个算式方框分别填几?生:可以填40、5。生:16÷2、34÷4 生:第三个算式错了,34除以4,商是8,还得余数2。应该把被除数34,改为32。(教师在黑板上改正)生:最后一个算式,可填56、7。师:还可以有其它的填法,这里就不讨论了。分析上述教学的片断可见,教师乇要借助多答案的发散思维,增强学生练习的兴趣。那么,这个教学过程落实了思维能力的培养吗?学生又学会什么思考的
Teaching “8 Division”, a teacher arranged such a variant: 24 ÷ 3 = □ ÷ □ = □ ÷ □ = □ ÷ □ = □ ÷ □ teacher: the first box filled with a few students : You can fill 40,5. Health: 16 ÷ 2,34 ÷ 4 Health: The third formula is wrong, 34 divided by 4, the business is 8, had the remainder 2. The dividend 34 should be changed to 32. (Teacher corrected on the blackboard) Students: The last formula, you can fill 56,7. Teacher: There are other ways to fill in, but I will not discuss it here. Analysis of the above pieces of teaching can be seen, teachers Torr to take advantage of divergent thinking of multiple answers to enhance student interest in practice. So, this teaching process to implement the training of thinking ability? Students learn what to think