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传统的小学数学教学,教师是主角,学生是知识的接受者,基本上所有的教学过程甚至所有的问题及答案都是教师提出的,课堂上没有争论,也没有异样的声调,一切似乎都在教师的掌控之中。然而,由于学生存在着个体差异,课堂教学不可能完全按照预定的“轨道”运作,这必然要求教学活动突破预期目标和既定教案的限制,走向生成、开放的创造天地。也就是说,课堂教学过
The traditional elementary mathematics teaching, the teacher is the protagonist, the student is the receiver of knowledge, basically all the teaching process and even all the questions and answers are made by the teacher, there is no controversy in the classroom, no strange tone, everything seems to be Teacher’s control. However, due to individual differences in students, classroom teaching can not operate in full accordance with the predetermined “track”, which inevitably requires teaching activities to break through the expected goals and the established lesson plans to create, open to create the world. In other words, classroom teaching too