最近几年,我校着力对初中数学实验进行开发与实践,取得了一些成果,同时在实践过程中我们深刻地感受到要让数学实验教学能真正起到提升学生学习力的作用要特别关注对学生的“合理引导”。一、背景简介2016年4月,我校王老师以《义务教育教科书数学实验手册》中“做菱形”一课为蓝本进行了教学设计,教学分成“画菱形—剪菱形—折菱形—叠菱形”四个环节。这节课教学效果很好,但这中间也出现的一些值得思考的问题,以教学的第三环节“折菱形”为例: In recent years, our school focus on the development and practice of mathematics experiments in junior high school, and achieved some results, at the same time in the course of our practice, we deeply feel that let mathematics experiment teaching can really play a role in enhancing students’ learning ability to pay special attention to Students “reasonable guidance ”. First, the background brief introduction In April 2016, my school teacher Wang “compulsory education textbook mathematical experiment handbook” in the “diamond” lesson as a blueprint for teaching design, teaching into “painting diamond - cut rhombus - - stacked diamond ”four links. The teaching of this lesson is very good, but there are also some worth considering issues that appear in the middle of the lesson. Take the third link in teaching as an example: