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在生本课堂中,一节课是从前置性研究的布置开始的,因此教师必须针对不同的教材内容和不同的教学目标,紧扣教材重、难点,进行不同类型的前置研究。一、定义型前置研究数学中有很多定义型的概念,这类知识需要的不是简单的记忆而是学生更多的感悟和理解,更重要的是定义需要学生恰到好处的理解,而不是天马行空的想象。教师在设置这一类小研究的时候,可以依托课本知识,让学生举出更多的例子,通过举例寻找共性,形成对定义的初步理解。比如:
In the student-based classroom, a lesson starts with the arrangement of the pre-existing research. Therefore, the teacher must conduct different types of pre-research on different teaching materials and different teaching objectives, depending on the teaching material and difficulty. First, the definition of pre-research There are many mathematical definition of the concept of this type of knowledge is not a simple memory but students need more understanding and understanding of the more important is the definition of students need just understanding, rather than abstract Imagine. When setting up this type of small study, teachers can rely on textbook knowledge to give students more examples and look for commonality through examples to form a preliminary understanding of the definition. such as: