一、提出问题有部分教师认为,教材上的内容就是教师所要“教”的内容,每一课时“教什么”非常明确,因此,他们在教学设计的时候,经常“就事论事”地认识本课时的教学内容,仅仅考虑“点状”的局部知识,他们在教学实践中往往更多关注“怎么教”的问题,结果就出现学生学习后“只见树木不见森林”的局面.事实上,囿于教材编写的限制带来教学内容的分散,囿于教学课时的限制带来教学过程的间断,教学中一直存在着数学 First, ask questions Some teachers believe that the contents of the textbook is what teachers want “to teach”, each lesson “what to teach ” is very clear, so when they are teaching design, often To understand the teaching content of this lesson, only consider the “spot ” local knowledge, they tend to pay more attention to the teaching practice “how to teach ” problem, the result appears after the students learn No forest. "In fact, the limitation of teaching materials has led to the diversification of teaching contents, the interruption of teaching process caused by the limitation of teaching hours, the existence of mathematics in teaching