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传统的数学复习课模式为:知识回顾与再现+典型例题分析+巩固检测.这一模式存在的突出矛盾是:时间太紧,一节课回顾完知识点,没讲几个例题就下课了.暴露出的问题是:整个数学课堂成为教师展示自己解题技能的舞台,而学生收获甚少,课后碰到问题仍然不会解决.在新课标下,我们对教学的思考不能仅限于传授知识,更重要的是关注学生学习的过程以及培养学生的能力,从而提高学生的思维能力.如何在高三的复习教学中贯彻新课程的理念,真正实现以学生为主体呢?为此,笔者提供了两节高三数学“同课异构”复习课,供大家分析比较.
The traditional model of the mathematics review class is: knowledge review and reproduction + typical example analysis + consolidation detection. The outstanding contradictions in this model are: time is too tight, a class reviews the knowledge points, and the class is not finished without a few examples. The exposed problem is that the entire mathematics classroom has become a stage for teachers to display their problem-solving skills. However, the students rarely gain much, and the problems encountered after class are still not resolved. Under the new curriculum standards, our thinking on teaching cannot be limited to teaching. Knowledge, more importantly, is concerned with the process of student learning and the development of students’ abilities so as to improve students’ thinking ability. How to implement the concept of new curriculum in the third grade review teaching and truly realize student-centered? For this purpose, the author provides Two high school mathematics “same class isomer ” review class for everyone to analyze and compare.