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一、创设情境,激发兴趣在许多公开课上,“角的初步认识”教学的引入往往有这样两种:其一,从生活中的具体实物图片中找数学中的角引入;其二,借助师生谈话了解学生对“角”的认识,通过充分了解学生的前概念引入课题。这些引入都是从众多生活中的角引入数学中的几何角,乍一看既让学生动口动手有多种感官参与,又从生活中来。但这样的情境并没有唤醒学生的潜能,学生并不能以百分的兴趣投入
First, the creation of situations, to stimulate interest In many open classes, “The initial understanding of ” teaching is often introduced in two ways: First, from the life of the specific physical picture to find the angle of mathematics introduced; the second , With the help of teachers and students talk to understand the students “angle ” understanding, by fully understanding the concept of students before the introduction of topics. All these introductions introduce the geometric angles of mathematics from the corners of many lives. At first glance, students not only engage in various sensory engagements but also come from their own lives. However, such a situation does not awaken the potential of students and students can not devote as much interest