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实验是新课程所倡导的一种学习方式,新教材上出现了许多学生实验,其目的是让学生在实验的过程中能够进行体验和感受数学,同时通过亲历的过程,激活思维,达到知识从感性到理性的深刻领会.这就要求我们在进行实验教学时,应努力使实验凸现出其启迪思维、激励创新的功能.但在实际教学中,老师对待实验教学的态度却不容乐观,在实验的设计和处理上也常有欠妥之处.下面以“§11.3在反复实验中观察不确定现象”(华东师大版七年级下册)中不同老师的上课片段为例,分析实验教学中存在的一些弊病,以期对提高实验教学的有效性有所启示.
Experiments are a kind of learning mode advocated by the new curriculum. There are many student experiments on the new textbooks. The purpose of the experiment is to enable students to experience and feel mathematics in the process of experimenting. At the same time, through the process of witnessing, Emotional to rational deep understanding.This requires us to experiment teaching, we should strive to make the experiment highlights its inspiration and stimulate innovation.However, in the actual teaching, the teacher’s attitude toward experimental teaching is not optimistic, in the experiment The design and handling of the often defective.Following the “§11.3 observed in the repeated experiments of indefinite phenomenon ” (East China Normal University version of the seventh grade) in the different teachers of the class as an example, the analysis of experiments Some shortcomings exist in teaching, with a view to improve the effectiveness of experimental teaching to be inspired.