在平时的听课中,我们经常会听到这样的一些数学练习课:首先是导入,接着就出示几道题目让学生练习,然后就是评讲订正。我觉得这样的练习课的设计不但违背了学生的认知发展规律,缺乏系统性、层次性,不足以激发学生练习的兴趣,而且这种练习丝毫没有实际的效果。学生因为不感兴趣,所以他们纯粹是为了应付教师而机械地做题目。常常有教师感慨:“这个题目我明明讲过了,练过了,他们还是做错。”这就充分证明了练习没有针对性、没有趣味 In normal class, we often hear some math classes: first import, then produce a few questions for students to practice, and then is to comment on the correction. I think this practice class design not only violated the law of cognitive development of students, the lack of systematic, hierarchical, not enough to stimulate interest in student practice, and this practice has no practical effect. Because students are not interested, they are mechanically engaged in dealing with teachers. Often teachers have feelings: “This subject I obviously talked about, practiced, they are still doing something wrong.” This fully proved that the practice is not targeted, no fun