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笔者聆听了某市优质课评比活动中的10节数学课,都暴露着一个同样的教学尴尬问题:在相同教学内容的处理中,教师们自认为应是水到渠成的预设,学生却不领情,始终走不进教案。为什么会出现如此的窘境?是学生的问题吗?我们该怎样反思与重构自己的课堂教学?一、望:教学再现【案例1】9加几教师出示问题:盒子里有9个苹果,盒子外有4个苹果。提问:一共有多少个苹果?学生回答:9+4=13。教师追问:
The author has listened to 10 math classes in a city’s high-quality class competitions and activities, revealing the same teaching awkwardness problem. In the same teaching content, teachers think they should be premeditated and students do not appreciate it. Always go into teaching. Why is there such a dilemma? Is the student’s problem? How do we reflect on and reconstruct their classroom teaching? A look: teaching reproduction [Case 1] 9 plus a few teachers to produce the question: There are nine apples in the box, box There are 4 apples outside. Question: How many apples in total? Student replied: 9 + 4 = 13. Teacher asked: