我组在教学实践中贯彻启发式教学法,初步采用了如下一些做法: 1.引而未发,跃跃欲试。如能充分引起学生学习的兴趣,课堂的效果无疑是良好的。所以在一课的开始,教师要设法使学生处于引而未发跃跃欲试的状态,换句话说,教师必须在开始上课时做一些必要的工作,不仅要使学生了解这一课要学些什么,尤其要能使学生处于迫切要求学好那些内容的精神状态。也就是充分调动起他们的旺盛的求知欲。怎样才能做到这一点呢?根据教材内容一般可有如下几种方法: (1) 从实际引入。根据学生的年龄特征和不同的生活经验,从生活中就地取材,如讲近似计算,可举一些学生所熟悉的数量,象灌云县的人口统计、某生产队的粮食产量统计,或者由几个学生分别测量教室里黑板的长度等等。先让学生了解在生产和生活中所接触的大量事物中,近似的量比精确的量要多,从而感到有学习近似数的必要。又如讲无理方程,可从一个实际问题出发,例如:“教具制作小组某同学用一条30厘米长的铁丝弯成一个直角三角形,使它的一条直角边等于5厘米,应该怎样弯法?”(设另一条直角边为x厘米列出方程为5+x+(25+x~2)~(1/2)=30)使学生知道解 My group carried out the heuristic teaching method in the teaching practice and initially adopted the following practices: 1. Insist, and eager to try. If you can fully arouse students’ interest in learning, the effect of the classroom is undoubtedly good. So at the beginning of the lesson, teachers try to keep the students in a state of hunger. In other words, teachers must do some necessary work when they begin classes, not only to make students understand what the lesson is going to learn. In particular, students must be placed in a state of urgency that requires learning the content. It is to fully mobilize their exuberant thirst for knowledge. How can we do this? According to the content of teaching materials, there are generally the following methods: (1) From the actual introduction. According to the student’s age characteristics and different life experiences, students can draw materials from their lives. For example, if they say approximate calculations, they can refer to the numbers that students are familiar with, such as the statistics of the population in Guanyun County, the food production statistics of a production team, or Several students measure the length of the blackboard in the classroom and so on. First of all, let the students understand that in the large number of things that are in contact with production and life, the approximate amount is more than the precise amount, and thus feel that there is a need to learn the approximate number. Another example is to talk about unreasonable equations, starting from a practical problem. For example: “A classmate of the teaching aid production team used a 30 cm long wire to bend into a right-angled triangle so that one of its right-angled edges equals 5 cm. How should it be bent?” (Set another right-angled side to x cm and list the equation as 5+x+(25+x~2)~(1/2)=30) to let students know the solution