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学生接受新知识,必须要经历一个由表及里,由浅入深,由感性到理性的认识过程。几年来,我遵循学生思维发展的这一规律,紧密结合教学实际,在教学中注意引导学生观察、比较、分析、综合、抽象和概括,进而激发学生的求知欲,培养学生的思维能力和创新意识,优化教学过程,教学中逐步形成了“感知—探究—概括—深化”四个教学环节,收到了事半功倍的教学效果。现以《义务教育课程标准实验教科书》(教学)五年级下册“质数与合数”一节课为例,
Students to accept the new knowledge, must go through a table and from deep to deep, from the emotional to rational cognitive process. In recent years, according to this law of development of students ’thinking, in accordance with the teaching practice, I guide students to observe, compare, analyze, synthesize, abstraction and summarize in teaching so as to stimulate their curiosity and cultivate students’ thinking ability and innovation Consciousness, optimize the teaching process, gradually formed the teaching of “perception - inquiry - generalization - deepen” four teaching links, received a multiplier effect of teaching. Now with the “Compulsory Education Curriculum Standard Experimental Textbook” (teaching) the fifth grade under the book “primes and the number of” a class as an example,