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随着数学新课标的逐步落实,发展性数学课堂慢慢进入了我们的教育视野,许多教师都在尝试着以发展的眼光来看待数学课堂教学,在教学实践中努力践行发展性课堂的相关理念。为此,我们进行了《小学数学发展性课堂的实践与研究》的课题研究,旨在寻找发展性数学课堂的教学策略,以促进学生在数学课堂上得到有效发展。下面,笔者就自己的研究实践来谈一谈发展性数学课堂的教学策略有哪些。一、灵活预设,让学生有发展平台教学案例一:苏教版小学数学五年级上册《三角形的面积》老师让每一个学习小组把课前准备好的各种三角形拿出来。师:在前面,我们通过学习已经知道了平行四边形的面积等于底乘以高,而且是用割补的方法推导出来的。现在,你们看看自己小组的各种三角形,想一想,我们如何推导出三角形的面积计算公式呢?可以小组先讨论,然后再动手操作一下。(生小组活动后交流)生1(手里拿着一个等腰三角形):我
With the gradual implementation of the new mathematics curriculum standards, the development of mathematics classroom slowly into our educational field of vision, many teachers are trying to look at the development of mathematics classroom teaching, teaching practice to practice the development of classroom-related idea. To this end, we have carried out research on the “Practice and Research of Mathematics Developmental Curriculum in Primary Schools” in order to find teaching strategies in developmental mathematics classrooms so as to promote the effective development of students in mathematics classrooms. Below, I talk about my own research practice teaching strategies in the development of mathematical class which. First, the flexible pre-set, so that students have a development platform Teaching case one: Supiao version of elementary school mathematics fifth grade Volume “triangular area” teacher let each study group to prepare a variety of triangles before class out. Teacher: In front of us, we learned by studying that the area of the parallelogram is equal to the floor multiplication, which is deduced by the method of cut-off. Now, take a look at the various triangles in your own group. Think about it. How do we derive the formula for calculating the area of a triangle? You can talk about it first, and then do some hands-on exercises. (Students exchange after group activities) Students 1 (holding an isosceles triangle in their hands): Me