论文部分内容阅读
课堂教学中,有的教师是为了活动而活动,仅仅是将实践活动当作课堂教学的一个环节,价值不大;有的教师是根据教学实际的需要设计实践活动,活动推动着学生更好地掌握知识。两种不同的观念和目的,导致学生在数学活动中,处于不同的地位和作用,数学活动也具有不同的效果,前者低效或无效,后者则是高效。
In classroom teaching, some teachers are for activity activities, just practice activities as a part of the classroom teaching, the value is not; some teachers are based on the actual needs of teaching design practice activities, activities to promote students better grasp knowledge. Two different concepts and purposes lead students to take different positions and roles in math activities. Mathematics activities also have different effects. The former is inefficient or ineffective while the latter is highly effective.