不久前,我听了一节家常课,教学内容是“分数混合运算(三)”(北师大版五年级下册第60页)。本课的教学目标是利用方程解决与分数运算有关的实际问题,结合具体的情境发展估算意识和能力。课堂上教师对学生的生成给予全盘否定,并认为课上学生走上“歧路”的原因是旧知识负迁移惹得祸。他对教学的处理和观点引发了我的思考。以下是他课中的一个 Not long ago, I listened to a homemade lesson, teaching content is “fractional mixed operation (c) ” (Beijing Normal University version of the fifth grade next volume page 60). The teaching goal of this course is to solve the practical problems related to fractional operation by using equations, and to develop the estimation of consciousness and ability according to specific situations. Classroom teachers give students a total negation of the generation and that students in class embark on the “wrong path” because the negative transfer of old knowledge is a curse. His treatment of teaching and point of view triggered my thinking. Here is one of his lessons