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在具体的教学中,让学生经历了探索,却不能都获得令人满意的效果,由于问题情境的创设过于简单,探索只流于形式,即为无效探索。通过一个知识的两次突破,第一次突破照本宣科,探索情境过于简单,让现象掩盖了实质,学生无需动脑便能归纳出结论,不便于学生理解与掌握,更谈不上培养学生的能力,于是利用课间及时反思,打破原有结构,重创情境,设计了行之有效的障碍,注重了知识的生成,让学生经历过程,最终实现在知识传授的同时注重学生能力与思维的培养。
In the specific teaching, let the students go through the exploration, but can not get satisfactory results. Because the creation of the problem situation is too simple, the exploration is only in the form of exploration is invalid. Through two breakthroughs in one knowledge, the first breakthrough in the field of propaganda and writing is too simplistic to explore the situation so that the phenomenon masks the essence. Without the brains, students can conclude that inconvenience to students’ understanding and mastery, not to mention the ability to train students, Therefore, the use of in-class reflection in time, breaking the original structure, recreating the situation, designed effective obstacles, pay attention to the generation of knowledge, so that students go through the process, and ultimately realize the knowledge at the same time pay attention to the cultivation of students’ abilities and thinking.