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为了响应现如今全国范围内的新课标教育改革浪潮,众多课程都在积极探索符合其自身发展的教学模式与方案,这其中当然也不乏数学课程的教学改革与创新,为了摆脱以往照本宣科的老旧教学模式,数学课堂也在探索中不断寻求突破,例如通过将众多形式各异的教学模型带入课堂提高课堂活跃性等等方式,这些探索都取得了一定的成效,而这其中,“教学案”理论的提出可谓是最具代表性的一种尝试,这种尝试方案的原理是通过对以往教学顺序的重新编排(即将先教后学改为先学后教),来充分调动学生学习的积极性与主动性,努力提高教学效果的质量。所以作为该中心理论的核心教案—教学案,便直接关系到这种新型教学的成效性,其编排的质量和效果也就显得尤为重要。
In order to respond to the tide of the reform of the new curriculum education nationwide nowadays, many courses are actively exploring teaching modes and programs that are in line with their own development. Of course, there is no shortage of teaching reform and innovation in mathematics curriculum. In order to get rid of the old The old teaching model and mathematics classroom are also constantly searching for breakthroughs. For example, they have achieved some successes by bringing a large number of different teaching models into the classroom to improve the activity of the classroom, etc., of which “ Teaching case ”theory can be described as the most representative of an attempt to try this program is the principle of the teaching order through the rearrangement (that is, soon after the first education to first-class education), to fully mobilize Students learn the enthusiasm and initiative, and strive to improve the quality of teaching effectiveness. Therefore, as the core of the center theory lesson plans - teaching case, it is directly related to the effectiveness of this new type of teaching, the quality and effectiveness of the arrangement is particularly important.