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【案例背景】数学教学的过程,应是培养学生思维能力的过程。培养学生逻辑思维能力,主要是在教学过程中通过教师示范、引导、指导,潜移默化地使学生获得一些思维的方法。因此教师在教学过程中应精心设计问题,提出一些富有启发性的问题,激发思维,最大限度地调动学生的积极性和主动性。学生的思维能力只有在思维的活跃状态中,才能得到有效的发展。本节课是学生刚刚学习了“平行四边形面积”的基础上学习的,为后续学习组合图形面积打基础的,本课通过拼摆等实际操作,来探索三角形面积的计算方法。不过,让他们切实理解三角形的面积公式却不是
Case Background The process of mathematical teaching should be a process of cultivating students' thinking ability. Students develop logical thinking ability, mainly in the teaching process through teacher demonstration, guidance, guidance, imperceptibly to enable students to get some way of thinking. Therefore, teachers in the teaching process should be carefully designed questions, raised some inspiring questions, to stimulate thinking, to maximize the enthusiasm and initiative to mobilize the students. Students' thinking ability can be effectively developed only in the active state of thinking. This lesson is based on the students learning “parallelogram area ” basis for learning to lay the foundation for the follow-up to learn the combination of graphics area, this lesson through the actual work such as the fight put together to explore the calculation of the area of the triangle. However, it is not true that they should actually understand the area formula of a triangle