创设问题情境诱导学生探索我在教学“长方形和正方形”面积时,先出示一块小黑板,上面画着两个大小明显不同的长方形和正方形,问:哪个图形的面积大?学生凭借观察力可以很容易地直观判断。接着我又问:大多少呢?学生议论纷纷,回答不上来。正当学生遇到问题有了学习新知识的欲望时,我启发说:到底长方形面积比正方形大多少,光凭眼睛看不行,必须求出它们的面积来比较。说着,用虚线在两个 Creating Problem Situations Inducing Students to Explore When I was teaching Rectangle and Square, I first presented a small blackboard with two rectangles and squares of apparently different sizes and asked: Which graphic area is large? Easy to judge intuitively. Then I asked again: what are the most? Students have different opinions and can not answer. Just as students encounter problems with the desire to learn new knowledge, I am inspired to say: In the end the rectangular area much larger than the square, simply can not see by the eyes, you must find their area to compare. Saying, with the dotted line in two