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新知识大都是建立在旧知识的基础上,是旧知识的延续和深化,在教学新知识时,搞好新旧知识之间的迁移转化能收到事半功倍的效果。例如,以往我在教学用短除法分解质因数时,学生对短除法的意义理解模糊,有的还搞不清除数和被除数。后来我注意了从旧知识入手,积极引导学生分析新知识的由来,收到了较好效果。如教学用短除法将42分解质因数对,我先引导学生用下面两道除式解答。并问学生,若将框线部分去掉,两式可以结合在一起吗?由此引导学生思考并试写出下面的式子:
Most of the new knowledge is based on the old knowledge, which is the continuation and deepening of the old knowledge. When teaching new knowledge, it is effective to do a good job in transferring and transforming knowledge between the old and the new. For example, in the past, when I used the short-term method of teaching to decompose the quality factor, the students understood the meaning of short-division method and some did not know the divisor and the divisor. Later, I noticed that starting from the old knowledge and actively guiding students to analyze the origin of the new knowledge, I received good results. Such as teaching a short division of law will be divided by 42 factor, I first guide students to use the following two divisions answer. And ask the students, if the frame part removed, the two can be combined? To guide students to think and try to write out the following formula: