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我们都知道数学是一种文化,数学语言是这种文化的外在表现,数学思维是这种文化的内在蕴藏,而数学语言又是数学思维的外壳。作为骨干教师,我以此为契机,在自己的课堂教学中对学生开展了有目的有计划的训练,下面我就以《两位数加两位数》这节课的具体教学谈谈自己的一些具体做法。案例描述:片段一:引入部分,出示各类玩具,提问:你喜欢哪件商品呢?如果让你选两件,你会选哪两件呢?如果你有50元,让你买
We all know that mathematics is a culture, mathematical language is the external manifestation of this culture, mathematical thinking is the inherent possession of this culture, and mathematical language is the shell of mathematical thinking. As a key teacher, I took this as an opportunity to carry out purposeful and planned training for students in my class teaching. Now I will talk about my own teaching based on the specific teaching of “double-digit plus double-digit” Some specific practices. Case Description: Fragment one: the introduction of some of the various types of toys to produce, ask: Which product do you like? If you choose two, which two would you choose? If you have 50 yuan, so you buy