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我们的数学教师总是想把数学特有的严谨、抽象、简洁、概括等属性以巧妙的形式展现在学生面前,以引发学生的求知欲望。当还有学生弄不清文字表述的含义、列不出综合算式、存在两极分化现象时,我们可以试着变换一下思路:把课堂当做厨房,把上数学课当作烹饪美食:教学内容就是食材,需要精心搭配;每一个教学环节就是一个烹饪步骤,准确把握火候,使之恰到好处。当然,要想更有滋味,少不了调味品适时适量的使用。
Our math teachers always want to display the rigorous, abstract, concise and generalized properties of mathematics in front of students so as to arouse their desire for knowledge. When there are still students who can not understand the meaning of written statements and do not have a comprehensive formula, and if there is a polarization, we can try to change our thinking: using the classroom as a kitchen and using the math class as cooking food: the teaching content is the ingredients , Need to be carefully matched; each teaching is a cooking step, accurately grasp the heat, making it just right. Of course, in order to taste more, and ultimately condiments appropriate amount of time to use.