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新课程要求教师在与学生平等对话与交流中给学生以智慧、情感的启迪,形成积极的人际交往情感体验。而对话教学的民主、平等、沟通、合作、互动、交往、创造、生成的教学特点,不仅适应了当前的教学,也有助于课堂教学效率的提高。教师在数学对话教学中,自觉不自觉地已经运用了对话教学的部分规律,体现对话教学的某些特点,但仍然有一部分教师对对话教学的认识都存在一定的误区,这些误区,引导着自己对对话教学的认识偏差,从而影响课堂教学效率。下面,我就对数学课
The new curriculum requires teachers to give students inspiration and wisdom through equal dialogues and exchanges with students and form positive interpersonal and emotional experiences. The teaching characteristics of dialogue teaching such as democracy, equality, communication, cooperation, interaction, communication, creation, and generation not only adapt to the current teaching, but also contribute to the improvement of classroom teaching efficiency. In mathematics dialogue teaching, teachers have consciously or unconsciously used some of the laws of dialogue teaching to reflect certain characteristics of dialogue teaching. However, some teachers still have certain misunderstandings about dialogue teaching. These misunderstandings guide themselves. Differences in understanding of dialogue teaching, thus affecting the efficiency of classroom teaching. Below, I will teach mathematics