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不了解学情,把自己的经验强加给学生,依照课前预设,按部就班地进行教学,难以激发学生的学习兴趣;若依据学生已有的知识和经验,顺势诱导,启发思考,则能调动学生学习的积极性,让数学课堂焕发活力。案例一:平行四边形的面积师:为了美化校园环境,学校建了两个大花坛。课件出示长方形和平行四边形花坛。请同学们猜一猜长方形面积和平行四边形面积,哪个大?生:一样大。生:长方形的面积大。生:平行四边形的面积大。师:大家的结论都不一样,到底哪个大呢,有什么好办法吗?生:比一比不就知道了嘛。
Do not understand the knowledge, impose their own experience to the students, in accordance with the pre-class, step by step to teach, it is difficult to stimulate students interest in learning; based on the students have the knowledge and experience, homeopathic, inspire thinking, you can mobilize The enthusiasm of students to learn, so that the mathematics classroom full of vitality. Case 1: Parallelogram area division: In order to beautify the campus environment, the school built two large flower beds. Courseware to produce rectangular and parallelogram flower beds. Please guess the students rectangular area and parallelogram area, which big students: as big. Health: a rectangular area. Students: The area of parallelogram is big. Teacher: Everyone’s conclusion is different, in the end which big it, what is a good way? Health: do not know than a thing.