论文部分内容阅读
一次,我连听了两节小学数学教师岗位培训高级班学员的考核课,讲授《六年制小学课本》数学第四册第81页0和任何数相乘都得0。学员讲授完例1后没有揭示0×3=0中被乘敬、乘数的实质含义就泛泛练习,没有在举一反三的基础上进行归纳小结就出示了例2,在复叙0×5=0后就出示了5×0=0。这时,一个小学生举起小手问;5×0=0表示什么意思?为什么?我内心充满了喜悦,正为这聪明学生能发现0×5=0与5×0=0有不同之处,正想为这小学生欢呼,耳边却传来教师冷冰冰声音:“请坐
Once, I even listened to the examination class for two senior teachers of postgraduate mathematics for post-graduate training in primary schools and taught that the sum of 0 and any number should be zero. The trainees did not reveal the essence of multiplication in 0 × 3 = 0 after the teaching of Example 1, and did a general practice without inducing one in three cases based on summing up three examples. In the case of reclassification 0 × 5 = 0 After the show produced 5 × 0 = 0. At this time, a pupil raised his hand asked; 5 × 0 = 0 means that? Why? My heart full of joy, is this smart students can find 0 × 5 = 0 and 5 × 0 = 0 are different, Just want to cheer for this pupil, ears came the teacher cold voice: "Please sit