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经过三十年的教学,我深刻体会到:以往的数学教学是把传承知识作为主要目的,很多老师总是整堂整堂的灌,老师讲得津津有味,学生听得昏昏欲睡,不管怎样,老师总认为灌得越多越好,然而学生往往总是收效甚微,老师也累得精疲力竭。这种理念已远远不适应当今社会的发展,尤a其是知识更新周期日益缩短的现代社会,学生强烈的求知欲,主动探索的精神,终身学习的愿望,要比其获得有限的知识更有价值,为了适应新世纪的发展,真正进行素质教育,切实培养学生的创新素质,我们在教学中我们不仅要承认和尊重学生的主体地位,而且要创设情景,激励和发挥学生的主体性,更要促进和发展学生的主体性,从而唤起学生的主体意识,培养学生的主动精神,形成学生的精神力量,促进学生生动活泼的成长,所以,我们必须让学生活起来。
After thirty years of teaching, I have come to realize that, in the past, mathematics teaching was mainly for the purpose of passing on knowledge. Many teachers always filled their classrooms. The teachers talked about relish and the students heard drowsiness no matter what , Teachers always think that the more you pour the better, but students often have little effect, the teacher is also tired exhausted. This concept is far from being adapted to the development of today’s society. Especially, it is a modern society whose knowledge renewal cycle is shortened. Students’ strong curiosity, the spirit of active exploration, the desire of lifelong learning are more limited than their knowledge Valuable, in order to adapt to the development of the new century, truly quality education, and effectively cultivate the innovative quality of students, we in teaching we not only to recognize and respect the student’s dominant position, but also to create scenarios to inspire and give play to the student’s subjectivity, But also to promote and develop the subjectivity of students, so as to arouse students’ subjective consciousness, cultivate the initiative of students, form students’ spiritual power and promote students’ vivid and lively growth. Therefore, we must let students live up.