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小学生学习数学的过程是一个不断再创造,形成新的知识结构,并促进思维能力螺旋上升的过程。在这个过程中,每一节数学课的思维增量,支撑着学生思维能力的提高。一、在学生想不到的地方设计问题,锻炼思维的全面性课堂片断一:课始,出示()-7=比6大,填填看,你是怎么想的?学生纷纷进行填写,反馈有两种想法:生1:填一个数字,算一算,看差是不是比6大,所以,填写了17、14、16等。
The pupil’s process of learning mathematics is a process of continuously recreating, forming a new knowledge structure and promoting the spiral of thinking ability. In this process, each section of mathematical thinking increments, supporting the improvement of students’ thinking ability. First, the students can not think of the place where the design issues, a comprehensive exercise of thinking lesson fragment one: beginning, show () -7 = 6, fill in to see, how do you think? Students have to fill out, feedback there Kind of idea: Health 1: fill in a figure, calculate the difference, see the difference is not greater than 6, so, fill in 17,14,16 and so on.