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一、“线性”教学的现状思考镜头1:A老师执教《烙饼问题》,课上沿着“出示情境→探究1个饼烙法→探究2个饼烙法→探究3个饼烙法”的流程教学,正要探究多个饼烙法时,已经没剩几分钟了……于是匆匆收尾。镜头2:B老师执教《用字母表示数》,以表示爸爸的年龄为情境展开,依次教学“含有字母的式子→式子代表的两重含义→字母的取值范围→代入求值”……由于环节目标线性分布,面面俱到,学生对“写出含有字母的式子
A, ”linear “ teaching the status quo thinking Lens 1: A teacher coaching ”pancake problem“, class along the ”to show the situation → explore a cake branded method → explore 2 pie branded method → explore 3 cake branded Law “process teaching, is about to explore more than one pie method, there is no left for a few minutes ... so hurriedly finishing. Lens 2: B teacher coaching ”with the number of letters“ to indicate the age of the father as the situation unfolds, followed by teaching ”contains the letter of the formula → double meaning of the formula representatives → the range of letters → substitution into the evaluation "...... Because of the linear distribution of goals, all-encompassing, students write a letter containing the formula