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一、问题的提出近日,同事佘老师要上一节区级展示课,教学内容为苏教版五年级数学上册“找规律”第一课时,她请我协助设计教学流程。为了能符合小学中高年级学生的认知,又能符合佘老师的教学风格,我先听了她借班上了一节自己备好的课,发现教学进程比较拖沓,于是和她一起仔细斟酌一些细节,推敲佘老师自己所说的“课堂不顺”。这样经历了数次对教学环节的雕琢,终于在区展示课上,获得了听课教师的一致好评。
First, the issue raised Recently, her teacher to the last section of a district-level display class, teaching content for the fifth grade of Jiangsu Education Edition on the book “find the law ” the first class, she asked me to help design the teaching process. In order to meet the high school students in primary school cognitive, but also in line with She teacher teaching style, I first listened to her by the class on a section of their own prepared class and found the process of teaching more procrastination, so carefully with her some Details, scrutiny She teacher said “classroom not smooth ”. This has gone through several carving of teaching links, and finally in the area show class, won the lecture teachers alike.