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在教学中我发现一个普遍的现象,学生们在完成判断题时,尽管有时能做出正确地判断,但并不能代表他们能说明或说清其中的道理。下面以教学中的两个实例谈谈切身感受。例1(人教版四年级下册76页判断题的第3题)近似数是6.32的三位小数不止一个。()课堂实录:出示题目后,学生们独立判断汇报,全班都能判定此题是正确的。课堂背景分析:这是在学生们刚学习完求一个小数的近似数新授课后安排的练习题。虽然学生们能正
I found a common phenomenon in teaching. When students make judgments, though they can sometimes make correct judgments, they do not mean that they can explain or clarify the truth. The following two examples in teaching talk about personal feelings. Example 1 (PEP fourth grade next 76 questions judgment question 3) The approximate number is 6.32 three decimals more than one. () Class Record: After presenting the questions, the students independently judge the report and the whole class can determine whether the question is correct. Analysis of the classroom background: This is an exercise that is arranged after the students have just completed the new lectures for the approximate number of one decimal places. Although students can be positive