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这是一篇两年前写的文章,写作的原因缘于国内某家知名教育报刊2009年2-3月发表了由名师们策划的一组“聚焦小学数学”的系列文章,在深化数学新课程改革的今天重提旧文,笔者觉得仍有必要性和现实意义。该组文章包括《什么才是有效的开放》一文。该文援引了某特级教师谈到的在美国听的一节小学六年级的方程课的教例:上课开始,教师在黑板上写出:x+3=5,未作任何暗示,只给学生们提供一些方格纸、小方块和白纸,让孩子们解答。有的孩子用摆小方块的方法找到答案;有的孩子借助方格纸圈画方格的办法找到答案;有的孩子直接在等式的“5”上写了“3”并做了一个删除的记号,愉快地找到了答案。还有一类孩子,想
This is an article written two years ago. The reason for writing was due to a series of articles focusing on elementary mathematics that were planned by famous teachers from February to March 2009 in a well-known domestic education newspaper. Today, the reform of mathematics curriculum revisits the old essay, I think there is still a necessity and practical significance. This group of articles includes the article “What is Effective Opening?” This article cites the teaching of a special grade teacher about a sixth-grade course in elementary school in the United States. At the beginning of class, the teacher wrote on the blackboard: x + 3 = 5, without any suggestion, only to the students We provide some graph paper, small squares and white paper for children to answer. Some children find the answer by using a small square method. Some children use squares to draw squares to find the answer. Some children write “3” directly on the “5” of the equation Made a delete mark, happily found the answer. There is another type of child, think