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近日,在学校“构建以生为本的互动课堂”主题课例研究活动中,我和徒弟两人对“认识周长”一课进行了别开生面的同课异构。总体来看,教学设计各具特色,教学处理各有千秋。课后研讨时大家感到处理差别最大、争议最多的是最后一个环节:在方格纸上画一周的长度是12厘米的图形。这一题源于教材(苏教版《数学》三年级上册第40页第4题,右图),又高于教材。教材的要求“你能用不同的方法求出下面图形的周长吗”着眼于求周长的具体方法(一段一段依次
Recently, both at the “Case Study of Building Perception-based Interactive Classrooms” in the school “Case Study”, I and the disciples conducted an extraordinary classmate heterogeneous on the course of “Perception of Perimeter.” Overall, the teaching design has its own characteristics, teaching methods have their advantages and disadvantages. After class discussion we feel the biggest difference, the most controversial is the last link: the length of the drawing on the graph paper for a week is 12 cm of graphics. This question stems from the textbook (Sujiao Edition “Mathematics” third grade Volume 40 page 4, right), but also higher than the textbook. Teaching material requirements “Can you use different methods to find out the perimeter of the figure below?” Focus on the specific method of perimeter (paragraph by paragraph