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一、创设主动操作的情境“动手实践、自主探索与合作交流是学生学习数学的重要方式”。思维往往是从人的动作开始的,切断了活动与思维的联系,思维就不能得到发展。而动手实践则最易于激发学生的思维和想象。在本节课中,董老师十分关注学生的直接经验,让学生在一系列的亲身经验中认识、体验、理解数学知识:1.认一认:课始,董老师从积木说起:今天老师给大家带了一份礼物,你们想知道是什么吗?(出示积木)这些积木的形状都不一样,你们认识吗?让学生从生活的经验中说出长方体、正方体、圆柱体等,为学习长方形、正方形和圆打下基础,同时蕴育面离不开题的数学思想。
First, the creation of the initiative to operate the situation “hands-on practice, independent exploration and cooperation and exchange is an important way for students to learn mathematics ”. Thinking often begins with human actions, cutting off the connection between activities and thinking, and thinking can not be developed. The hands-on practice is most likely to stimulate students’ thinking and imagination. In this lesson, tung teacher is very concerned about the direct experience of students, so that students in a series of personal experience in understanding, experiencing and understanding of mathematical knowledge: 1. Recognition: the beginning of the lesson, tutor talked about starting from the building blocks: teacher today Have you got a gift, do you want to know what it is? (Show building blocks) These building blocks are different in shape, do you know? Let students tell from the experience of life, such as cuboids, cubes, cylinders, etc. Rectangles, squares and circles lay the foundation, while imposing mathematic thinking is inseparable from the question.