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我在平常的听课过程中发现一种现象——教师以为学生都懂,什么也不讲,出现了不该有的沉默。【片断】“两步计算应用题”教学片断出示:2盆花8朵,5盆花一共多少朵?师:你能解答吗?学生独立思考,然后反馈交流:生1∶8÷2=4(朵),4×5=20(朵)(先求出一盆花有多少朵,再求出5盆花有多少朵)生2∶8+8=16(朵),8÷2=4(朵),16+4=20(朵)(先把5盆花看成4盆加1盆。2盆是8朵,4盆就是8+8=16朵,16加上一盆的4朵就是20朵)师:你们同意这两种想法吗?生:同意!师:这两位同学的想法都很好。在上述片断中,学生想出了两种算法,第一种算
I found a phenomenon in the usual lectures - teachers think that students understand, do not say anything, there should be no silence. [Piece] “two-step calculation application problem ” teaching piece shows: 2 potted flowers 8, 5 pots of flowers a total of how many flowers? Teacher: Can you answer? Students think independently, and then feedback exchange: Health 1: 8 ÷ 2 = 4 (Duo), 4 × 5 = 20 (Duo) (first find out how many pots of flowers, and then find out how many pots of 5 pots) 2 8 8 = 16 (flower), 8 ÷ 2 = 4 ), 16 +4 = 20 (flower) (first 5 pots of flowers as 4 pots plus 1 pot .2 pots is 8, 4 pots is 8 +8 = 16, 16 plus a pot of 4 is 20 Teacher: Do you agree with both of these ideas? Students: Agree! Teacher: Both of my classmates thought well. In the above piece, students came up with two algorithms, the first calculation