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1．巧设情境数学学习过程是一个不断发现问题、分析问题和解决问题的动态过程。“创设问题情境”就是在教材内容和学生心理之间创造一种不协调,把学生引入一种与问题有关的情境中去。教学实践证明, 精心创设教学情境能够激发学生的学习兴趣和好奇心。如在“全等三角形判定”导入课的教学中,可先在黑板上画下图形,然后提出下列问题: (1)有一块三角形玻璃碎成如图的两块,如想照原样到店里配一块,要不要把两块玻璃都带去? (2)如果只带一块去,带哪一块好呢?
1. It is a dynamic process of continuously discovering problems, analyzing problems and solving problems. “Creating a problem situation” is creating a kind of inconsistency between the teaching material content and the student’s psychology, and introducing the students into a problem-related situation. Teaching practice has proven that carefully creating teaching situations can stimulate students’ interest in learning and curiosity. For example, in the teaching of the introduction of the “Concert of equals triangles”, you can draw a picture on a blackboard first, and then ask the following questions: (1) There is a piece of triangular glass broken into two pieces as shown in the picture, if you want to go to the store as it is With one piece, do you want to bring both pieces of glass together? (2) If you only bring one piece, which piece is better?