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【案例一】2006年某日——《解决问题的策略——倒推》教学片段:课始,笔者以游戏情境“将迷路的小兔送回家”引入倒推策略,并板书课题。接着借助多媒体动态展示杯子倒水的情景,在课件的直观感知下,将学生带入所学情境。“你是怎么想的呢?说给我们听一听。”借助于动态的生成,学生很快感知到将倒进乙杯的水还给甲杯……在几名学生的汇报中顺利解决了例题1。笔者
【Case One】 2006, a day - “Strategy to solve the problem - Reverser” teaching fragment: the beginning of the lesson, the author to the game situation “will be lost bunny home ” into the pushback strategy, and the blackboard topic . Then use the multimedia dynamic display cup pouring scene, intuitive perception of the courseware, the students into the learning context. “What do you think about it? Let us hear it.” "With the dynamic build-up, students quickly perceived the return of the water that would have been poured into the glass of Cup A ... in the course of several student reports Solved example 1. author