论文部分内容阅读
后进生转化问题时刻困扰着农村初级学校的教学。后进生对学习产生厌烦的情绪,是提高整体教学水平的一大难题。后进生的成因是多方面的,有家庭的、有社会的、有智力方面的、也有非智力方面的、有先天的、有后天的。一、为了提高数学教学质量,我们在教学中首先要注重培养后进生对数学学习的兴趣,激发他们的学习积极性,使他们主动接受教育(一)数学是一门具有科学性、严密性、抽象性的学科。正是由于它的抽象性,造成了后进生形成的主要原因。因此,教学时,应加强教学的直观性。像物理、化学一样,通过直观性使学生理解概念、性质。例如在讲“三角形任意两边的和大于第三边”时,我们可以通过几组不同长度的三条铁丝,通过学生自己动手,问哪几组铁丝可以组成三角形,能组成三角形的三条
The problem of backward student transformation has always plagued the teaching of rural primary schools. Undergraduates have an upset feeling about learning, which is a big problem in improving the overall teaching level. The causes of backward students are manifold. They are family, social, intellectual, non-intelligent, congenital, and acquired. First, in order to improve the quality of mathematics teaching, we must first focus on cultivating students who are interested in learning mathematics in their teaching, inspire their enthusiasm for learning, and enable them to actively receive education. (1) Mathematics is scientific, rigorous, and abstract. Sex disciplines. It is because of its abstractness that causes the main reason for the formation of backward students. Therefore, when teaching, it should strengthen the intuitiveness of teaching. Students, like physics and chemistry, understand concepts and nature through intuitiveness. For example, when speaking “any and any two sides of a triangle is larger than the third side,” we can use several sets of three wire irons of different lengths to go through the hands of the students themselves and ask which groups of wires can form triangles and can form three triangles.