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在前段时间听了《角的认识》两节同课异构课,同样的知识,两种不同的处理方式,取得了截然不同的教学效果。所以我借助这两个教学片段,以此来谈谈小学数学课堂教学中如何构建学生自主合作学习促进学生整体深度参与的生态课堂。片段一:师:同学们,我们来复习一下线段、射线和直线。请大家想一想它们有什么相同点和不同点,也可以同桌讨论一下。生1:线段,是直的,两个端点,有限长。生2:射线,是直的,一个端点,无限长。
Earlier heard the “angle of knowledge” two different classes with the same lesson, the same knowledge, two different approaches, and achieved a completely different teaching results. Therefore, I use these two teaching fragments, in order to talk about how to construct the ecological classroom in which the students cooperate independently and promote the overall deep participation of students in mathematics classroom teaching. Fragment one: division: students, let’s review the line, ray and straight line. Please think about what they have in common and different points, you can also discuss the same table. Health 1: Line segments, straight, two endpoints, finite length. Health 2: Ray, is straight, an endpoint, infinite length.