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【案例背景】我校数学组就一次市公开课展开了备课活动,内容是“2.1一次方程(组)”(南京市数学中考指导书第二章《方程与不等式》)。教学的显性任务是复习一次方程(组)的解法及列一次方程(组)解决实际问题。在两轮试教中,由于教师采用了不同的结构安排,教学呈现出完全不同的两种结果。初中中考复习课,教学的都是学生已经学过的知识,怎样激发学生的学习兴趣,提升学习的品质,建构高效课堂?梳理反思两
[Case Background] Our school’s mathematics group started a lesson preparation activity for an open class in the city. The content was “2.1 one-time equation (group)” (Chapter 2 “Equations and inequalities” of the Nanjing Mathematical Examination Examination Guide). The explicit task of teaching is to review the equations of a single equation (group) and rank the first equation (group) to solve practical problems. In the two rounds of trial-teaching, because the teachers used different structural arrangements, the teaching presented two completely different results. The junior high school entrance exam review class teaches students what they have learned, how to inspire students’ interest in learning, enhance the quality of learning, and construct effective classrooms.