在梯形面积计算这节课中,我采用了让学生自已动手拼剪、动脑思考、动口表达三者合一的教法,把学习数学知识应用的智力方式“外化”为动手拼剪,又通过这一外部程序“内化”为学生的智力活动方式,来“消减”本节课的难点,具体安排如下: 一、设疑导人出示梯形图形,提问:梯形面积是多少?(教师引而不发)要想知道这个梯形的面积,应当有一个计算的方法,这节课请大 Calculating the trapezoid area in this lesson, I used to teach students to practice their own hand-spell, brain thinking, moving mouth expression of the three methods of teaching, the application of mathematical knowledge of the intellectual way to “externalize” And through this external process of “internalization” for the students of intellectual activities, to “reduce” the difficulty of this lesson, the specific arrangements are as follows: First, the suspect to produce trapezoidal graphics, ask: What is the trapezoidal area? Cited without hair) To know the trapezoidal area, there should be a calculation method, this class please