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案例:在教学16-8=?的时候,教师首先让学生动手操作,然后请学生汇报。生1:我把16分成10和6,10-8=2,2+6=8。生2:我把8分成6和2,16-6=10,10-2=8。生3:我是这样想的,因为8+8=16,所以16-8=8。这时已经没有学生举手了,但是老师还是继续问:“还有其他算法吗”教师反复问了两三次也没有学生回答。课后有听课老师问授课者:“你问了两三次,还有其他算法吗?学生也没有回答,你究竟想干什么?”他振振有词地说:“教材中还有一种数数的方法学生还没有说到呢?”……我不知道这位教师是如何钻研教材的,我们应该注意到,教材作为一个地区共同使用的教学素材,必然只考虑到学生的一般情况,而实际上,学生之间存在
Case: When teaching 16-8 =?, The teacher first let the students hands-on operation, and then ask the students to report. Student 1: I divided 16 into 10 and 6, 10-8 = 2, 2 + 6 = 8. Health 2: I divided 8 into 6 and 2, 16-6 = 10, 10-2 = 8. Health 3: I think so, because 8 +8 = 16, so 16-8 = 8. At this time no student raised his hand, but the teacher continued to ask: “There are other algorithms?” The teacher repeatedly asked two or three times no student answer. Lesson after class teacher to teach class: “You asked two or three times, there are other algorithms? The students did not answer, what do you really want to do?” He said with some excitement: “There is a number of teaching materials Method students have not said yet? ”... I do not know how the teacher is teaching textbooks, we should note that textbooks as a common teaching materials used in the region, must only consider the general situation of students, and the actual On the students exist