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一、重视情境设计,激发求知欲望。学生的思维不是凭空产生的,而是外界环境刺激的积极反应。教学中教师通过各种情境设计,创设具有启发性的外界刺激,激发学生的求知欲,发现事物(知识)之间或事物(知识)本身内部的矛盾,即发现问题和提出问题,从而使学生产生去解决矛盾的要求。经常地、有意识地去激发学生的这一愿望,将有利于学生学习兴趣的培养和学习动机的形成。例如,在分数意义教学中,教师向学生提出:一块地的1/3与一亩地的1/3比较哪个大?有的学生认为一块地的1/3大,有的认为
First, pay attention to the situation design, stimulate knowledge and desire. Students' thinking is not created out of thin air, but rather as a positive response to the external environment. Teaching through a variety of contextual design, teachers create inspiring external stimuli, stimulate students' curiosity, discover the contradiction between things (knowledge) or things (knowledge) itself, that is, to find problems and ask questions so that students produce To resolve the contradictions. Often, the conscious desire to motivate students will be conducive to the development of students' interest in learning and the formation of learning motivation. For example, in the teaching of fractional meaning, the teacher proposed to the students: 1/3 of a piece of land and one-third of an acre compared to what? Some students think 1/3 piece of land,