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在目前的教学研究活动中之所以选择说课这种形式,是因为上课、听课等教研活动都要受时间和场地等的限制。如果青年教师经常把第二天要上的内容说给同行或结对的师傅听,既能发现问题,又能积累经验,是提高教师素质的一种简洁、有效的途径,更是教师成长的快速通道。一、教材分析要透无论上课还是说课,前提就是准确理解教材的意图。如何理解?就是读懂教材。读懂教材是使用教材进行有效教学的基础。熟悉教材一直以来都是说课的一项基本要求。只有这样,才能摸清教材中前后知识的联系,找出教材的重难点,从而提高教学效率与效果。如:《认识整万数》是国标本苏教版小学《数学》四年级上
In the current teaching and research activities, the reason for choosing lectures is that the teaching and research activities such as lectures and lectures are limited by time and venue. If the young teachers often give the content they want the next day to listen to their counterparts or their counterparts, they not only find out the problems but also accumulate experience, which is a simple and effective way to improve the quality of teachers. It is also a rapid growth of teachers aisle. A textbook analysis, regardless of class or class, the premise is an accurate understanding of the intent of the textbook. How to understand? Is to understand textbooks. Understanding textbooks is the basis for effective teaching using textbooks. Familiar with textbooks has always been a basic requirement of the lesson. Only in this way can we find out the connection between the knowledge before and after the textbook, find out the hard and difficult textbook, so as to improve the teaching efficiency and effectiveness. Such as: “Know the whole number of” is the national standard version of the Supian version of “Mathematics” fourth grade