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本文针对数学课堂教学中一个普遍的问题:为了追求课堂容量,总是一味做题练习,学生在老师的带领下紧锣密鼓的进行课堂学习,看似一节完整的课,教师也讲了,学生也认真听了,可实际学生的认识力并没提升。笔者通过“在探究中反思”、“在交流中反思”、“在操作中反思”、“在纠错中反思”四个切入点进行了思考与实践,探讨了初中数学教学中学生认识力提升的途径。
In this paper, a common problem in the classroom teaching of mathematics: in order to pursue classroom capacity, always blindly do exercises, students under the leadership of teachers in full swing in the classroom, it seems a complete lesson, the teacher also said that students Listening carefully, but the actual awareness of students did not improve. The author thinks and practices through four points of entry: Reflection in Exploration, Reflections in Communication, Reflection in Operation, Reflection in Error Correction, Ways to Improve Students’ Cognition in Junior Mathematics Teaching.