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随着新一轮课改的不断深入,教师的教学观点和方式都已发生了可喜的变化,探究性学习等现代教学方式已广泛运用于中小学的课堂教学,课堂教学逐渐活了起来。但教师在课堂上设计探究性学习活动时,却出现了“假探究现象”。在教学“分数的基本性质”时,有的教师这样教学:提供探究材料,用折纸的方式表示出几个事先已由老师设置的分数,证明大小相等,然后引导学生观察这个分数变成那个分数,分子、分母发生了怎样的变化,更有甚者直接问学生“分子乘几?分母呢?分数的大小变吗”?就算是引导学生经历了探究发现。
With the deepening of a new round of curriculum reform, teachers’ teaching views and methods have undergone gratifying changes. Modern teaching methods such as inquiry learning have been widely used in classroom teaching in primary and secondary schools, and classroom teaching has gradually come to life. However, when teachers design inquiry-based learning activities in the classroom, they appear “fake inquiry phenomenon ”. When teaching “the basic nature of the score,” some teachers teach this by providing inquiry materials that present in paper origins several points that have been set by the teacher in advance to be of equal size and then directing the student to observe the score as What fraction, numerator, denominator occurred what kind of change, what is more directly asked students “numerator by a few denominators? Score the size of change?”? Even guide the students to go through the discovery.