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众所周知,素质教育的最大特征是教师把学生的学习主动权还给学生,少教多做,少教多导,因材施教,使学生做课堂真正的主人,让学生真正积极主动参与到数学探索和尝试中来。尝试、尝试,直到成功为止,完成学生全面发展目标。为此,在教学过程中,教师在乎学生素质的提高,也在乎学生分数的提高,尤其比较隐藏在“分数”背后的教学差异,将促进我们有效地改进教学行为,以为不同类型的学生提供不同的学习空间,因材施教,使学生在学习过程中各有所获,全面发展。因而,本
As we all know, the most important characteristic of quality education is that teachers give students the initiative to return students to learn more about how to do less, to teach less, to teach students in accordance with their aptitudes so that students can become real masters in the classroom, so that students can actively participate actively in mathematics to explore and try Come in. Try, try, until the success of the completion of the overall goal of student development. Therefore, during the teaching process, teachers care about the improvement of students’ quality and the improvement of their scores. In particular, the teaching differences hidden behind the “score” will promote our effective improvement of teaching behaviors so that different types of students Provide different learning spaces, teach students in accordance with their aptitudes, so that students in the learning process have their own, all-round development. Thus, Ben