教学是一个过程。教学过程切忌松松夸夸,切忌内容空乏,我的体会是:教学中容量要大,节奏要快,但必须分层次实施。普通完中高中一年级数学在教“幂函数在第一象限的图象与性质”一节时,往往流于枯燥的讲解、教师忙手忙脚地在黑板上画图、学生死记硬背,收效甚微,一节课下来没教多少内容,学生还是记不住。现运用“发现法”,配以电化教具,情况大有改观。“发现法”要求教师分层次地启发学生观察,从而引导学生用自己的头脑亲自获得知识。在分层次启发学生观察的过程中,教学容量必定会在书本的基础上扩大,势必要加快节奏;采用电化教具进行教学,既可使教学形式生动,更能适应“大容量、快节奏”的需求。 Teaching is a process. The teaching process must not be loose and boastful, avoid content shortage, my experience is: teaching capacity should be large, fast rhythm, but must be implemented at different levels. When the first-year senior secondary school mathematics teaches the “power function in the image and nature of the first quadrant” section, it tends to be boring to explain, teachers are busy painting on the blackboard, students rote memorize, and produce results. Slightly, there wasn’t much to teach in one lesson and the students couldn’t remember. The “discovery method” is now used, together with electrification teaching aids, and the situation has greatly improved. The “Discovery Act” requires teachers to instruct students to observe in different levels so as to guide students to gain knowledge with their own minds. In the process of inspiring students’ observations at different levels, the teaching capacity will inevitably expand on the basis of books, and it will be necessary to speed up the rhythm; the use of audio-visual aids for teaching can not only make the teaching form lively, but also adapt to the “large capacity and fast pace”. demand.