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在初中数学的课堂上,单一的教学方法忽略了“学生的认知水平不同接受能力也不同”的特点,使得学生不能同等程度地接受教师的知识讲授,不能达到良好的课堂效果.面对这种困境,分层递进教学突破了这个难点,优化了课堂教学,建立了与以往不同的教学模式,从而实现了对学生的“因材施教”.在教学中,教师通过情景创设,激发了学生的全体参与;通过对数学现象的观察交流,教师的及时点拨,建立了正确的思考方法并形成了解决问题的能力;使学生顺利地获取了新知识,通过
In the junior high school mathematics classroom, the single teaching method ignores the characteristics of “different cognitive abilities of students have different receptivity”, so that students can not receive teachers’ knowledge teaching to the same extent and can not achieve good classroom effect. For this predicament, gradual and orderly teaching breakthrough this difficult point, optimizing the classroom teaching, establishing a different teaching model, in order to achieve the students’ “teaching in accordance with their aptitudes.” In teaching, teachers through the creation of scenarios, Stimulate the participation of all students; through the exchange of observations and exchange of mathematical phenomena, teachers in a timely manner, established the correct way of thinking and the formation of the ability to solve problems; enable students to successfully acquire new knowledge, through