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初中数学课堂教学中应不应该使用“学案”导学?一方认为:学案可以对教材内容二次加工,更适合学生学习;可以引导学生有效完成课堂教学,保证课堂的有序性与高效性;可以突出学生的主体地位,实现“先学后教”的教学过程;可以开发学生的集体潜能,缩小学生学习的差异性.另一方认为:学案使用限制了学生思维的发散,约束了学生拓展空间,学生只能在教师设计中循规前行,阻碍学生的发展;影响情境创设的效果,限
Junior high school mathematics classroom should not be used “case study ” guide? One party thinks: case study can secondary processing of teaching materials, more suitable for students to learn; can guide students to effectively complete the classroom teaching, to ensure the orderliness of the classroom And high efficiency; can highlight the dominant position of the students, to achieve the teaching process of “learning before teaching”; can develop the collective potential of students and reduce the differences of student learning.On the other side think: the use of case limits the students’ thinking Divergence, constraining the students to expand space, students can only follow the rules in the teacher design, hinder the development of students; affect the effect of creating scenarios, limited