论文部分内容阅读
在开展教师大练基本功的活动中,每位参训教师都要试讲两节公开课进行集体评课,找出成功与不足,以便进一步强化训练、规范教学。在这一教学活动中,我听了一位一年级教师的数学课,教学的内容是,九年义务教育五年制小学教科书第二册中“两位数减一位数(退位)”例1的新授课。现就执教老师对例1的教学谈一谈个人的看法。例1的内容是:“23减2得多少?23减7呢?”23减2得多少?学生已经学过,教学时不再赘述。执教老师在讲授23减7时采用了两种解题方法,一种是
In carrying out the basic skills of teachers in large-scale activities, each participating teacher should try to talk about two open classes for collective assessment of classes to find out the successes and shortcomings in order to further strengthen training and standardize teaching. In this teaching activity, I listened to a math class of a first-year teacher. The content of my teaching is “Example of double-digit minus one-digit (absent)” in the second volume of the five-year compulsory primary school textbook 1 new class. Teachers are now on the teaching of Example 1 to talk about personal views. Example 1 reads: “23 minus 2 how much? 23 minus 7?” 23 minus 2 how much? Students have learned, teaching no longer go. Coaching teachers in the teaching of 23 minus 7 when using two solutions to the problem, one is