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要为每个学生的发展创造条件,把重点放在学生,把重点放在老师的课堂上。为了达到这一目标,在高效课堂实践与探索之路上,我们积极开展“聚焦课堂、叩问课堂、会诊课堂”活动,下面是我的一些想法和意见,与各位同仁共同分享。问题一:关于导学中的知识问题化【案例】《小数的性质》教学:通过人民币单位的换算、长度单位的换算等例子,老师在导学案中列出了三个算式:0.3=0.30=0.3000.5=0.50=0.500
To create conditions for each student’s development, focus on the student, focusing on the teacher’s class. In order to achieve this goal, in the course of efficient classroom practice and exploration, we actively carry out activities such as “focus on the classroom, ask the classroom, consultation classroom”. Here are some of my ideas and opinions, and share with colleagues. Problem 1: The Problem of Knowledge in Guidance Learning [Case] “The Nature of Decimals” Teaching: Through the conversion of RMB units and conversion of length units, the teacher lists three formulas in the guidebook: 0.3 = 0.30 = 0.3000.5 = 0.50 = 0.500