传统的课堂教学以讲授知识为主,数学课堂上学生大都养成了机械地听、写的习惯,课堂上的发言也常常成为优等生的特权。年级越高,这种现象越是明显。长此以往,学生往往一听就懂,一做就错,学习效率大打折扣,另外,学生的思维也得不到高品质的发展。结合自己的课堂教学实践,我觉得首先得利用好学生的课堂生成资源。第一次实践:不识庐山真面目回顾自己以前的课堂交流模式,以因数和倍数的教学为例:提出一个问题“你能找出36的所有因数吗?”通常我会让学生先 The traditional classroom teaching mainly focuses on teaching knowledge. Most of the students in the mathematics classroom develop the habit of mechanically listening and writing, and the speeches in the classroom often become the privilege of the top students. The higher the grade, the more obvious this phenomenon. Over time, students tend to understand one by one, one mistake, learning efficiency greatly reduced, in addition, the students do not think of high-quality development. Combined with my own classroom teaching practice, I think first of all have to make good use of students’ classroom generating resources. The first practice: Do not know the true face of Lushan Review their previous classroom communication model, the factor and multiples of teaching as an example: Ask a question “Can you find out all the factors of 36? ” Usually I will let students first