论文部分内容阅读
教学过程的不同阶段,对练习的要求是不同的。教师讲授新课,一般从四个阶段安排课堂练习:(一)准备性练习;(二)尝试性练习;(三)巩固性练习;(四)灵活性练习。一、准备性练习题。应在与新知识有关的旧知识上展开,其目的是在于帮助学生扫除“外围”障碍,为学习新知识打下铺垫,作好充分的准备。例如,在教“小数与复名数”一节中的例1、例2,必须要求学生具备两点基础知识;(1)一个数扩大(或缩小)若干倍与小数点移动的规律;
Different stages of the teaching process, the requirements of the practice is different. Teachers teach new courses, usually arranged from four stages of classroom exercises: (a) preparatory exercises; (b) experimental exercises; (c) consolidation exercises; (d) flexibility exercises. First, the preparatory exercises. Should be in the new knowledge related to the old knowledge on the start, the purpose is to help students get rid of “peripheral” obstacles, lay the groundwork for learning new knowledge, be fully prepared. For example, in Example 1 and Example 2 in “Fractional and Compound Names”, students must be required to have two basic points of knowledge: (1) the law of multiplication (or reduction) by a few times and the movement of the decimal point;