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本文以浙教版“§2.3.2解二元一次方程组”学生小组互助合作式课堂教学为例,开展案例分析.研究发现,营造学生互助合作式生本课堂,在小展示中,教师应倡导以提出问题、解决问题为特征的小组互助合作式学习,提高知识教学的深刻性;在大展示中,应由浅入深,找准切入点,激发学生探究学习,引领学生深入领会新知,提升新知探究的正确性等.
This article takes Zhejiang Education“§2.3.2 to solve the binary first-order equation group” student group mutual help collaborative classroom teaching as an example to carry out case analysis. The study finds that to build a student-cooperative cooperative type student-based classroom, in the small display, Teachers should advocate group mutual help cooperative learning characterized by asking questions and solving problems to improve the profoundness of knowledge teaching. In the big exhibitions, they should go deeper and deeper, identify the entry point, stimulate students’ inquiry learning, and guide students to understand the new knowledge. , improve the correctness of new knowledge exploration.