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四川省双流中学实验学校杨文忠老师在全国数学教学评价第四次研讨会上所作的“猜想、证明、拓广”公开课,全方位地体现了新课标要求下的课程意识和课堂文化.1 从教学整体结构看教师的课程意识本节课的教学结构设置为四个教学环节:第一:立说,即引导学生回顾四边形的形状、性质、面积及其图形的变换,联想今天的课题,通过两个四边形周长成倍数关系去猜想它们的面积是否也有这种关系,进而确立自己的假说.第二:探说,是“立说”的延续,学生有了自己的猜想,自然急于知道这种猜想是否合理,于是便积极自主地探索,千方百计地寻求依据,个体实践与群体合作很明显地体现在本环节中.
Sichuan Province Shuangliu Experimental School Yang Wenzhong teachers in the national mathematics teaching evaluation of the fourth seminar made “guess, prove, expand ” open class, a full range reflects the requirements of the new curriculum standard curriculum and classroom awareness Culture.1 The Teacher’s Curriculum Consciousness from the Overall Structure of Teaching The teaching structure of this lesson is set to four teaching steps: First, to set forth that the students should be guided to review the shape, nature, area and transformation of the quadrilaterals. Lenovo today Of the subject, by multiplying the circumference of the two quadrilateral relationship to guess whether their area also have this relationship, and then establish their own hypothesis.Second: Exploration, is the continuation of “Li Shuo ”, the students have their own guess, Naturally anxious to know whether this conjecture is reasonable, then actively explore autonomously, seeking every basis to seek the basis of individual practice and group cooperation is clearly reflected in this session.