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“对分课堂”基于认知心理学原理于2014年提出的一种原创性的课堂教学新模式;对分课堂的教学设计能有效完善学生问题的形成,能创设质疑情境,使学生想问,能指导质疑方向,使学生会问,强化质疑训练“对分”下让问题诱发学生学习的思维热情,修正完整“问题”的消化吸收,带动课堂高效运转,使学生善问;以“椭圆的简单几何性质”为例,在“对分”中学生能积极思考,完成对弦长公式的推导,及解析几何思想的“舍而不求”的深入理解,形成问题意识的构建。
“Sub-classroom ” based on the principles of cognitive psychology in 2014 proposed a new original classroom teaching model; sub-class teaching design can effectively improve the formation of student problems, to create a questionable situation, so that students want Question, can guide the direction of questioning, so that students will ask questions, strengthen the questioning training “points ” to induce the students enthusiasm for thinking, to correct the “problem ” digestion and absorption, to promote efficient classroom operation, so that students ask good questions In the case of “simple geometric properties of ellipses ”, for example, students can think positively and complete the derivation of the chord length formula and the deep understanding , Forming the construction of problem consciousness.