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要根据学生的实际情况确定教学难点;要充分考虑学生在学习时可能产生的困难,并找到原因,以便给出合理有效的突破方法。1背景郑毓信教授在文献[1]中指出“是否有效地促使学生更积极地去进行思考,并能逐步学会想得更深、更细、更合理、更有效”应当成为具体判断一堂数学课成功与否的一个主要标志。笔者认为,这也同样应该成为判断数学课说课成功与否的一个主要标志,只有说得深刻,方能上得精彩。
According to the actual situation of students to determine the teaching difficulties; students should take full account of the possible difficulties in learning, and find out the reason, in order to give a reasonable and effective way to break through. 1 Background Professor Zheng Yuxin pointed out in the literature [1] whether “effectively motivating students to think more actively and gradually learning to think deeper, thinner, more reasonable and more effective” should become a concrete judgment of a math class One of the main signs of success or failure. The author believes that this should also be a major indicator of the success or failure of math class teaching, which can only be achieved if it is profound.