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随着新课程的深化,学生的学习本位性在逐步提高,带来了学生学习方式的改变,课堂结构的设置也随之变化,学生知识习得的过程更多地成为了教师设置问题、提出问题,学生发现问题、分析问题并解决问题的过程,问题成为高中数学教学过程重要的载体.“善问者如攻坚木,先其易者,后其节目,及其久也,相悦以解”.这点破了课堂提问的策略.本文结合教学案例就课堂问题的预设谈点看法.一、案例呈现案例1:笔者进行“函数最值”习题课教学过程中,设置了如下几个问题,在帮助学生完成前期所学知识提炼的同
With the deepening of the new curriculum, students ’learning-based nature is gradually increasing, which brings about changes in the way students learn. The structure of the classroom also changes. The process of acquiring students’ knowledge becomes more of a problem for teachers, Problems, students find the problem, analyze the problem and solve the problem, the problem has become an important carrier of high school mathematics teaching process. “Good questioning people such as Kennedy wood, the first of their classics, after its program, and its long also, ”.This breaks through the classroom questioning strategy.This article combines the teaching case on the classroom problems of the default point of view.First, the case is presented Case 1: The author of “ function most value ”exercise class teaching process, set as follows A few questions, to help students complete the same period of previous knowledge refinement