论文部分内容阅读
大多数老师都感到一堂有效率的复习课难上。因为我们往往注重内容的堆砌,而忽略了学生作为学习主体的思维方法训练与思维品质的提升。尤其在计算的复习课上,我们设计的活动通常是让学生通过大量的例题和习题,对不同类型的计算题进行训练、巩固,学生大多觉得枯燥、乏味,复习效率低下。这样的复习课并没有很好地设计多种形式的学生活动,训练学生的思维,学生只是机械性地重复练习,因此学生学习的积极性很难提高。本文主要通过对复习课的课例研究,从如何提高学生思维能力的角度,研究复习课的有效教学问题。
Most teachers find it hard to get an effective review class. Because we tend to focus on the content of the pile, while ignoring the students as the mainstay of the training of thinking and thinking of quality improvement. Especially in the calculation of the review class, we design activities that usually allow students to train and consolidate different types of calculation questions through a large number of examples and exercises. Most students feel boring, boring, and inefficient in reviewing. This kind of review class did not design various forms of student activities well, train students’ thinking, and students only repeated the exercises mechanically. Therefore, the enthusiasm of students is hard to be improved. In this paper, mainly through the case study of the review class, from the perspective of how to improve the thinking ability of students, the effective teaching of the review class is studied.