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缘起在市教研课中有老师执教“2、5的倍数特征”一课,为了了解学生真实的数学思考状况,我选择了离学生最近的座位,对其中一个小组学生在数学活动中的交流过程、作业情况以及思维动态进行近距离的观察与把握。从教学的整体流程来看,执教者对新课程理念把握得比较准确,精心设计了数学活动:让学生在教材第4页的表格中把5的倍数找出来,做上记号,并通过
Origin in the city teaching and research class teacher coaching “2,5 times the number of features ” class, in order to understand the students’ real mathematical thinking, I chose the nearest seat from the students, one of the group of students in mathematics activities Exchange process, homework and thinking dynamic close observation and grasp. From the teaching of the overall process point of view, the coaching staff grasp the concept of the new curriculum is more accurate, well-designed mathematical activities: students in the textbook page 4 in the table to find the multiple of 5, to mark and pass