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随着课程改革的深入进行与不断优化,各级各类的小学数学课堂教学中呈现了生机勃勃的喜人景象:创设情境、联系生活、实践操作、合作学习等不同形式的学习方式已被广大教师所认可;然而,在这些教学改革热潮的背后,由于教师主观与客观因素的存在,我们也不难发现一些诸如:过分追求情境的包装而忽视情境的有效性,合作学习流于形式等让人深思的问题。
With the deepening of curriculum reform and continuous optimization, primary and secondary schools at all levels of various types of classroom teaching presents a vibrant scene: the creation of context, contact life, practical operation, cooperative learning and other forms of learning has been the majority of teachers However, behind the upsurge of these teaching reforms, due to the subjective and objective factors of teachers, it is not difficult for us to find some such as the excessive pursuit of contextual packaging and the neglect of the effectiveness of situations, Thinking questions.