一、在“难点”处设计核心问题,引领学生探究一节课的知识点往往地位和作用各有不同。教师在了解知识点之后,需要对多个知识点进行分析,尤其是要从本班学生的学习实际情况出发,合理地确定教学重点和难点,并依据教学重难点来设计核心问题。例如:在教学人教版小学数学第四册《不含小括号四则混合运算》一节课时,其教学重点和难点是让学生理解含有两级运算应先算乘除,再算加减。教学中有的学生不理解为什么要先算乘除,再算加减,往往会出现 First, in the “difficult ” design core issues, leading students to explore a class of knowledge points often have different positions and roles. After knowing the knowledge point, the teacher needs to analyze multiple knowledge points. In particular, starting from the actual situation of the students in the class, teachers should rationally determine the teaching key points and difficulties and design the core questions according to the teaching difficult points. For example, in the teaching of PEP 4 elementary school mathematics “without parenthesis four mixed computing” a lesson, its teaching focus and difficulty is to enable students to understand the two-level operation should be divided by multiplication and division, and then add and subtract. Some students in teaching do not understand why the first division by multiplication and division, and then add and subtract, often appear