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作为国家级新课程实验区小学一年级的数学教师,在一年来的新课程教学实践中,我感到:运用新教材,一定要充分了解学生的已有知识经验与知识背景,制定“跳一跳,摘得到”的教学目标,要从学生的认知基础出发,大胆优化或重组教材,这样才能体现新课程教学理念。以下是本人设计的《认识图形》(北师大版及人教版实验教材中都有)一课的应用环节教学片段及课后反思,希望与同行们探讨。教学片段 1.认一认师:在森林里,有一位警长,它既聪明又勇敢,抓住了一个又一个坏蛋,得到了动物们的尊敬,你们知道它是谁吗? 生:黑猫警长!(师出示课
As a first grade primary school mathematics teacher in the national new curriculum experimental area, in the new course teaching practice in the past year, I feel: using the new teaching materials, I must fully understand the students’ existing knowledge and knowledge background and formulate “ Jump, pick up ”teaching objectives, starting from the cognitive basis of students, bold optimization or reorganization of teaching materials, so as to reflect the new curriculum teaching philosophy. The following is my design “cognitive graphics” (Beijing Normal University Edition and PEP experimental teaching materials) a section of the application of teaching fragments and after-class reflection, and colleagues hope to explore. Teaching fragment 1. Recognition of a teacher: In the forest, there is a sheriff, it is both smart and brave, grabbed a bad guy, got the respect of animals, you know who it is? Health: black cat Sheriff! (Teacher show class