论文部分内容阅读
一、创设情境,让学生有疑可质教师在教学中可以利用实验、故事、生活实例、录像或多媒体课件等教学手段,创设出更多的带有问题的教学情境。创设情境,巧妙设疑,这样既可让数学课贴近生活,又可提高学生学习数学的兴趣,培养了他们主动质疑的习惯。如,教学“比的意义”一课,用课件进行导入。出示杨利伟在“神舟”五号飞船里向人们展示了联合国旗和中华人民共和国国旗的场景。两面旗都长15厘米,宽10厘米。接着提问:根据这些信息,你能提出什么数学问题?学生可能就会提出:(1)长比宽多几厘米?(2)宽比长少几厘米?(3)长是宽的几
First, the creation of situations to allow students to question the quality of teachers in teaching can use experiments, stories, examples of life, video or multimedia courseware and other teaching methods to create more with the teaching of the problem. Create situations, ingenious doubts, so that mathematics lessons can not only close to life, but also improve students’ interest in learning mathematics and cultivate their habit of questioning. For example, teaching “than the meaning of” a lesson, with courseware to import. To show Yang Liwei in the “Shenzhou” spacecraft on the 5th to show people the flag of the United Nations flag and the scene of the People’s Republic of China. Both flags are 15 cm long and 10 cm wide. Then ask: According to these information, what mathematical problems can you ask? Students may propose: (1) how many centimeters longer than the width? (2) how many centimeters are the width? (3)