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【案例背景】解决问题的策略怎么教?怎样让学生达到对策略内涵的完备认识?如何让学生在实践中灵活地运用策略解决问题?这都是解决问题的策略单元教学中要思考的问题,本人教学“解决问题的策略——枚举”一课,多处使用了比较的教学方式,让学生体验枚举策略的内涵,激发了学生自觉应用策略的意识,显示出较好的教学效果。【案例描述】一、尊重差异,在比较中感知枚举策略的本质含义[教学片断一]1.出示例题:王大叔要用18根1米长的栅栏围一个长方形羊圈。师:用手中的18根小棒代替栅栏围一围。
[Case Background] How to teach strategies to solve problems? How to make students reach a complete understanding of the connotation of strategies? How to make students flexibly use strategies in practice to solve problems? These are the problem-solving units of teaching strategies to be considered, I teach “problem-solving strategy - enumeration ” a lesson, more use of more teaching methods, so that students experience the connotation of enumeration strategy to stimulate students conscious awareness of the application of strategies to show a better teaching effect. [Case Description] First, respect for differences in the perception of the enlightenment of the essence of the enumeration strategy [teaching a fragment] 1. Sample Example: Wang Da-wei 18 to use a 1-meter-long fence around a rectangular sheepfold. Division: 18 sticks in the hand instead of fencing a fence.