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1.让学生说思考过程。说思考过程是当前数学教学中常用的方法,但作为反思的“说”更注重陈述自己解决问题的步骤的理由,即为什么这样做; 评价自己的思维过程,发现并诉说解题过程中不同的解决问题的思维方向,即这样做有什么好处和不足,还能怎样做。如我在指导学生练习中有一题:鸡兔共有足126只,鸡的只数是兔的只数的3倍,问鸡兔各几只?大部分同学用的是方程或列举法,但一位同
1. Let students think about the process. To say that the process of thinking is a commonly used method in current mathematics teaching, but “reflection” as a reflexology pays more attention to the reason why it states its steps to solve the problem, that is, why it is done; to evaluate its own thinking process and to find out and tell the difference in solving problems To solve the problem of thinking, that is, what are the benefits and shortcomings, but also what to do. As I have a problem in guiding students to practice: a total of 126 chicken feet, the number of chicken is only 3 times the number of rabbits, ask chicken rabbits each a few? Most students use equations or enumeration, but one is the same