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一、案例最近,为促进教师专业成长,学校开展了“青年教师人人上一节优质课”的教学评比活动,我参加了二年级组的教学活动,内容是第四册“两位数乘一位数(不进位)”计算教学,听了几位青年教师的课堂教学过程,我对计算教学方法的有效性有了自己的认识,现摘取其中教学片段,谈谈自己的思考:片段一:探究20×3的计算方法。师:“小朋友,每头大象运20根木头,你想想看,3头大象一共运了多少根木头?你能列个乘法算式吗?”(出示课题:乘法)(板书:20×3)师:“你为什么这
First, the case Recently, in order to promote the professional growth of teachers, the school carried out the teaching evaluation activity of ”Young Teachers Everyone Has a Quality Course“, and I participated in the teaching activities of the second grade group. The content is the fourth book ” Number of digits by a single digit (not carry) “Calculation of teaching, listening to the classroom teaching process of several young teachers, I have a calculation of teaching effectiveness of the method has its own understanding, is now extracted from the teaching fragment, to talk about their own Thoughts: Fragment 1: Explore the 20 × 3 calculation method. Teacher: ”Children, each 20 elephants shipped wood, you think about it, the total number of 3 elephants transported a total of wood? Can you formulate a multiplication formula?“ (Show topic: multiplication) (Blackboard: 20 × 3) Teacher: ”Why do you do this