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《义务教育数学课程标准》要求“:教学中要促进学生全面、持续、和谐地发展。”许多教师因没有处理好优生与差生之间的差异关系,导致课堂失衡,偏离了这一要求。那么,教学中怎样才能处理好这一关系呢?一是课前分层异步要求,缩小不同学生间的基础差异;二是创设多元开放的情境,让不同的学生有不同的时空;三是提供“兵教兵”的发展平台,让不同层面的学生有不同的发展;四是提供梯度开放的练习,让不同的学生得到不同的提升。
“Compulsory education mathematics curriculum standards” requirements: “teaching to promote a comprehensive, sustained and harmonious development of students.” Many teachers deviate from this requirement because they did not handle the difference between good and bad students, leading to imbalance in the classroom . So, teaching how to deal with this relationship? First, pre-class hierarchical asynchronous requirements, reduce the basic differences between students; the second is to create a pluralistic open situation, so that different students have different space-time; third is to provide “Soldiers teach ” platform for development, so that students of different levels have different development; Fourth, provide a gradient of open practice, so that different students get different enhancements.