论文部分内容阅读
(一)教学的一般过程 1.一堂课是“分式除法”。(课本:初中代数第二册,第110页6.9) 教师首先从启发式的提问引出新课:“关于分式的运算,我们已经学过了分式的加减法、分式的乘法和分式的乘方,哪个同学晓得,下面还要再学习什么?”学生很快地举手回答:“分式除法。”问:“你们怎么知道?”答:“因为分数乘法后面是学习分数除法的。”教师说:“对的,今天我们学习分式除法。”(教师板书课题)。教师又问:“分式除法的法则和分数除法法则相同,哪个同学能讲出分式除法法则?”学生回答:“把除式的分子分母颠倒相乘。”教师指出:“答得基本是好的,但不够完整,大家可看书中的分式除法法则是怎样讲的。”随后让两个同学朗读课文,指明不完整之处。
(A) The general process of teaching 1. A class is “divisional division.” (Textbook: Junior High School Algebra, Vol. 2, p. 110, pp. 6.9) The teacher first introduced a new class from heuristic questions: “We have learned about fractional additions and subtractions, fractional multiplications, and divisions. Which classmate knows, what else should I learn next?” The student quickly raised his hand and answered: “Divisional division.” Q: “How do you know?” Answer: “Because fractional multiplication is followed by learning fractional division ”The teacher said:“ Yes, today we learn fractional division.” (Teacher board project). The teacher also asked: “The rule of fractional division is the same as that of the score division method. Which student can tell the formula of fractional division?” The student replied: “The numerator and denominator of the divisor are multiplied and reversed.” The teacher pointed out: “The answer is basically It’s good, but it’s not complete, what everyone can read about the formula of the division formula.” Then let the two students read the text and indicate the incompleteness.