“精讲”不等于少讲或不讲,而是要讲重点、关键,要讲学生难于理解、难于掌握的地方。在这些地方,精讲分三个层次: 对于一般问题,学生经过努力能够解决,教师的精讲是如何提出有针对性有思考价值的问题,让学生去自学、去探索,根据已有的知识去寻求答案。如在教学“通分”这一内容时,学生已掌握了分数基本性质、求几个数的最小公倍数等知识,教师的精讲是提出“通分后的新分母是怎样求来的;分数的分母变化了,相应的分子应怎样变化”等有针对性的问题,使学生很快抓住重点、关键去探索。对较难的问题,大多数学生经过努力仍有困难时,教师的精讲是向学生揭示一些解决问题的必要条件或途径。如学生在运用商不变的性质用竖式计算8500÷200时,被除数、除数同时去掉两“0”后,算得商42余“1”,余“1”对吗?学生难于确定正误。 “Serious talk” does not mean less or less talk, but to focus on the key, to be difficult to understand the students to understand, difficult to grasp place. In these places, the lectures are divided into three levels: for general problems, students can work hard to solve the problem. How can teachers put forward precise and thought-worthy questions so that students can go on their own studies, explore, and use existing knowledge To find the answer. As in the teaching of “pass points” of this content, the students have mastered the basic nature of scores, seek the least common multiple of knowledge and so on, the teacher's essence is to ask “pass the new denominator is how to come; The denominator changes, the corresponding molecule should change ”and other targeted issues, so that students quickly grasp the key, the key to explore. On the more difficult issues, most students still struggle hard efforts, the teacher's essence is to reveal to students some of the necessary conditions or ways to solve the problem. Such as students in the use of the same business with the nature of the vertical calculation 8500 ÷ 200, the dividend, divisor at the same time remove the two “0”, the operator more than 42 “1”, more than “1” right? Students difficult to determine correct.