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一、课堂生成:学生学习中自我表达的一种方式1.课始生成,反映学生的学习起点。教学实践中发现,课的开始,学生的思维在课间的放松状态向课堂的学习状态过度,他们这时的心理也是轻松自由的,因此教师抛出学习内容后,学生的表现真实地反映他们的学习起点。案例1:教学二年级《认钟表》一课的开始,教师通过猜谜语的情境引出课题后,学生就叽叽喳喳地喊开了:“我会看钟表,我知道钟表上是几点了。”这一喊,就说明学生在生活中通过其他渠道对钟表有了认识,也就是对本节课要学习的知识已有所了解。2.课中生成,展现学生的不同想法。学生在数学学习中,由于知识背景、生活经验、思维方式、解决问题的能力等各方面存在着差异,他们对于数学学习内容会产生自己的想法,或赞同,或反对,它们是学生
First, the classroom generated: a way of self-expression in student learning 1. The beginning of the class generated, reflecting the starting point for students to learn. Teaching practice found that the beginning of the class, the student’s thinking in the relaxed state of the classroom to the state of learning over the classroom, they are also relaxed and free psychology, so the teacher throws the learning content, the students reflect the true performance of their The starting point for learning. Case 1: Teaching the second grade “Recognizing the clock” The beginning of a lesson, the teacher led to the situation through the riddles leads to questions, the students shouting: “I will watch, I know what time on the clock.” This cry, it shows that students through other channels in life have been aware of the clock, that is, this lesson to learn the knowledge already know. 2. Class generated to show students different ideas. Students in mathematics learning, due to knowledge background, life experience, ways of thinking, the ability to solve problems and so there are differences, they will have their own ideas for mathematics learning content, or agree or disagree, they are students