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一、寻找疑点进行有效设问,启迪思维的灵活性1、设问式引疑。就是教师在知识的关键处或需要加深认识的地方提出问题,启发学生开动脑筋,积极思维。例如,在学习平方差公式教学中学生很容易混淆公式(x-y)(x+y)=x2-y2中x和y,教师在教学时就尤其要引导学生自己去发现公式中的奥秘,有意识地去让学生自己去发现x,y的特征,介绍公式之后,可以举例设问:“(2x-3y)(3x+2y)=6x2-6y2有问题吗?”这个问题使学生在心底产生大大的问号,从而引导学生进一步思考,加深对公式的理解,判断这个等式是不成立的,因为这
First, the search for doubtful point for effective questioning, enlightenment of the flexibility of thinking 1, set questioning style. That is, teachers should ask questions where knowledge is needed or where they need to deepen their understanding so as to inspire their students to think hard and think positively. For example, in the teaching of learning square error formula, students can easily confuse the formula (xy) (x + y) = x2-y2 in x and y, teachers should especially guide students to discover the mysteries of the formula when they are teaching, consciously Let the students find their own characteristics of x, y, after the introduction of the formula, for example, set the question asked: “(2x-3y) (3x +2 y) = 6x2-6y2 have a problem?” "This problem makes students greatly in my heart Of the question mark, so as to guide students to think further and deepen their understanding of the formula to determine this equation is not established, because