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在农村学校任教多年,对于“一师一优课”晒课任务,笔者再一次确定了《分数的基本性质》这一课。翻开以前任教这一课的教案,共执教3次不同的公开课,但均用不同的导入。通过对比,引发了笔者深思。同一课不同的3次导入2008年第一次:《猴王分饼》的故事导入上课后,老师说:“今天老师给大家带来一个小故事,你们想听吗?”学生回答:“想!”教师播放录音《猴王分饼的故事》:猴王做了三张饼,第一张饼平均分成了4份,分给第一只猴子一块;第二只猴子要两块,猴王就把
Teaching in rural schools for many years, for “a teacher a class ” drying class tasks, I once again set the “basic nature of scores” class. Open the lesson plans taught in this lesson, coached a total of 3 different open classes, but with different import. By contrast, triggered the author pondering. The same lesson three times the first import in 2008: “Monkey King pie” story into the class, the teacher said: Today, the teacher brought a little story for everyone, you want to hear it? Student replied: “Think! ” Teacher to play the recording “Monkey king cake story”: Monkey King made three pieces of cake, the first cake is divided into 4 copies, divided into the first monkey; the second monkey to two Block, monkey put it