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1问题的提出只要在教学第一线,就可能遇到这样的窘境:当学生的课堂活动呈现一片繁荣,教学活动正在老师的指导下,井然有序、热热闹闹朝着预设的轨道前进时,突然半路杀出个“程咬金”——有同学突然冒出一句与教学预设完全不一致,但又带着“金子般闪光”的“意外”发言——打断你,若对这“意外”发言给予重视,势必打乱整个课堂预设;若断然否定置之不理,或搪塞过关,不但会轻易错过一个“千里难寻”的适合学生思维发展与创新的教学契机,而且还会严重挫伤学生的积极性和创造性,到底如何是好?笔者在引导高二学生进行学业水平考试复习时,在复习“函数应用”的一节课上就遇到过这样的突然袭击,“尴尬”不期而至,感受颇深,现整理成文,以飨读者.2课堂探究的心路历程题目如图1,△OAB是边长为2的正三角形,
1 As long as the problem is put forward in the teaching first line, you may encounter such a dilemma: When the classroom activities in students showed a prosperity, teaching activities are under the guidance of the teacher, orderly, bustling toward the preset track Suddenly half-way out of a “Cheng bite gold ” - Some students suddenly emerge a totally different from the teaching default, but with “gold flash ” “Accident ” speech - hit If you disregard this statement of “unexpectedness”, it is bound to upset the entire classroom. If you categorically disregard or prevaricate it, you will not only easily miss a development that is suitable for the thinking of students Innovative teaching opportunities, but also seriously dampen the enthusiasm and creativity of students, in the end how good? I guide the sophomore students in the academic proficiency exam review, review the “function application ” a class encountered Such a sudden attack, “embarrassment ” unexpectedly, feel quite deep, now finishing written, to 飨 readers .2 classroom exploration of the mentality of the course of the problem shown in Figure 1, △ OAB is a side length of 2 is a triangle,