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“我不知道为什么这样,测量不是我想象,就是找不到往你的方向,更别说怎么遗忘。”在活动课《校园绿地面积》中,我让孩子们尝试测量教室的面积。孩子们异常兴奋地分工之后便出现了混乱:习惯了用现成条件和公式计算面积的学生,这次实在是不知该往哪里去,而且量出的数据也是五花八门的,差距极大。困惑1:我是不是该安静地走开,还是该勇敢留下来?
“I do not know why this is not the measurement I imagine, can not find the direction to you, let alone how to forget. ” In the activity class campus green area, I let the children try to measure the area of the classroom. The children became confused after the exceptionally excited division of labor. Students accustomed to calculating their area using readily available conditions and formulas do not know where to go and the data they produce are varied and vary greatly. Puzzled 1: I should not go away quietly, or should brave to stay?