前不久,笔者应邀参加了某校主题为“在对话中构建,在互动中生成”的公开课研讨活动,数学课安排了高二选修2—3教材中“二项式定理”的微专题课——“组合恒等式的探索与证明”.两名执教者一位来自外校,另一位上自己的班级,采用“同课异构”的形式,供研讨时分析比较.从整体情况来看,两位教师选择的例题和练习题大同小异,但教学的出发点、进程和立足点却迥然不同.外校的中年教师甲的课堂平稳、扎实、有序,但师生对话、互动的场景较 Not long ago, I was invited to participate in a school theme “open in the dialogue to build, ” in the open class seminar activities, math courses arranged for high school 2-3 teaching materials “Binomial theorem ” Micro-lectures - “exploration and certification of combinatorial identity.” Two coaches, one from a foreign school and one from another class, adopt the form of “lectures heterogeneous” for analysis during the discussion In terms of the overall situation, the examples and exercises chosen by the two teachers are similar, but the starting point, process and standpoint of teaching are quite different. A middle school teacher in a foreign university graduates a stable, solid and orderly class, Health dialogue, interactive scene more