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一次探究性问题前置的预习,就是一次很好的学情调查。借助它,我们可以切实地了解学情,判断什么才是自然的思维,才能在此基础上以学定教,通过方法的重建,让学生学会思考,提高思维能力。为了做好“等差数列前n项和公式”的教学,笔者设计了探究性问题前置的预习单让学生课前进行自主探究,然后在课堂上进行交流。但学生探究出来的结果令笔者哑然,它与笔者的预设相差很大。这也引起笔者的思考:依学定教——关于学情,我们知道什么?以下是整个过程。1探究性问题前置的预习单与预习结果简录
A preview of the inquiry questions is a good survey. With it, we can really understand the situation, to determine what is the natural thinking, we can learn from this on the basis of learning, through the reconstruction of the method, so that students learn to think and improve their thinking ability. In order to do well in the teaching of “n items and formulas in the arithmetic progression”, the author designed a preliminary preview of inquiry questions to allow students to conduct independent inquiry before class and then communicate in the classroom. However, the students explore the results of the author made me dumb, it differs greatly from the author’s default. This also caused the author’s thinking: according to the school to teach - about learning, what do we know? The following is the whole process. 1 pre-inquiry inquiry questions and pre-preview results brief