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布鲁姆指出:有效的教学始于准确的知道所期望的目标。数学教学应该具有明确的目标。唯有目标明确才能精心预设教和学的方式与方法,才能关注学生主体地位的落实,从而有针对性的整合教学过程和方法。一、目标制定中出现的失误如今的数学教学过程中关注比例最大的依然是知识目标,虽然对于其他二维目标也有所涉及,但是依然驻足于比较浅的层次。数学课堂的学习目标达成度差强人意。(1)教学目标随意性。不少教师认为目标可有可无,不重
Broome notes that effective teaching begins by accurately knowing what it is expected to achieve. Mathematics teaching should have a clear goal. Only when the goal is clear can we carefully preset the ways and methods of teaching and learning so that we can pay attention to the implementation of students’ subjective status so as to integrate the teaching process and method. First, the mistakes in the formulation of goals Today’s mathematics teaching process is still the most concerned about the proportion of knowledge goals, although other two-dimensional goals are involved, but still stop at a relatively shallow level. The learning goal of mathematics classroom reached a satisfactory level. (1) arbitrary teaching objectives. Many teachers think the goal is optional, not heavy