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在一次教研活动中,我上了一节《三角形的内角和》的研讨课,为了更好地展示自我,提高自我,我进行了几次试教,进行了很多次的改版,就情境创设这一环节,我下了很多的功夫,也想了很多。其一设计了动手画一个有2个直角或2个钝角的三角形,从而产生疑惑,激发学生的探究欲望。其二设计了flash动画,三个小动物的争论,从而激发兴趣,产生探究欲望。反思自己,发现情境创设陷入了形式化与无效性的误区,从而重新认识,重新设计。其三设计开门见山,单刀直入。
In a teaching and research activity, I went to a section of “Triangle and the triangle” seminar, in order to better display themselves and improve themselves, I conducted several trial teaching, carried out many times the revision, to create this context A link, I made a lot of effort, but also think a lot. One of them is designed to draw a triangle with two right angles or two obtuse angles, which creates doubts and stimulates students’ desire for inquiry. The second designed a flash animation, three small animal controversy, thus stimulating interest, resulting in desire to explore. Reflecting on oneself, I found that situation creation falls into the errors of formalization and inefficiency, so as to re-understand and redesign. The third design straight to the top, single-handedly into.