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教学“用几何图形知识解决问题”这一课时,通过复习已学的平面图形的面积知识来引入新课,激发学生的探究欲望,然后让学生大胆探究例1,形成解决此类问题的策略,在此基础上对例1进行了变式练习,让学生进一步消化策略。最后让学生灵活运用自己探究出来的策略解决问题。通过这节课的教学,深刻领会到备好一堂课,不但要备教材,还要备学生。只有在充分了解学生的基础上备好教材,创造性地使用教材,教学时不过分拘泥于预设的固定不变的教案,适当纳入学生的直接经验、弹性灵活的成分,使数学课堂更具丰富性与多变性,这样才能使数学课堂真正达到高效。
Teaching “to solve the problem with the knowledge of geometry,” this lesson, by reviewing the knowledge of the area of the plane graphics has been introduced to introduce a new lesson to stimulate students’ desire for inquiry, and then let students boldly explore Case 1, to form a solution to such problems Strategy, on the basis of Example 1 was a variant of practice, so that students further digest strategy. Finally let students use their own flexibility to explore strategies to solve the problem. Through the teaching of this lesson, I deeply understand that I can prepare a lesson not only for teaching materials but also for students. Only by fully understanding the basis of students, preparing teaching materials and using textbooks creatively, not rigidly adhere to the pre-defined fixed teaching plan when teaching, appropriately incorporating students’ direct experiences, flexible and flexible components, and enriching maths classrooms Sex and variability, so that mathematics classroom can really achieve high efficiency.