1.刻意设计导入,巧建认知冲突,激发学生自主求知。好奇心是每个孩子都具备的,从这一点出发,每一节新课的设计中,力求以一个新颖别致的开始去引起孩子的好奇,或设置认知冲突,或以疑激欲……例如在教学《能被3整除的数的特点》一课时,我设计了这样的导入:我们判断一个数是否是2或5的倍数时,都主要抓住了这个数个位的某个特点,那么这种方法也同样适用于判断一个数是 1. deliberately designed to import, clever construction of cognitive conflicts, stimulate students to seek independent knowledge. Curiosity is something that every child has. From this point of view, each section of the new lesson is designed to arouse the curiosity of the child with a novel and unique start, or to set the cognitive conflict or to doubt or excite ...... For example, in a lesson titled “Characteristics of numbers that can be divisible by 3,” I designed this import: When we determine whether a number is a multiple of two or five, we capture a particular feature of the number of bits, Then this method is equally applicable to determine a number is