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一、基于不同的课堂生成——巧抓节点,有效组织【实施方式1】寻找差异点师:我们的课桌长60厘米,宽40厘米,你能画出它的平面图吗?(学生尝试,反馈比较)预设1:长6厘米,宽4厘米。预设2:长3厘米,宽2厘米。质疑:同一间教室,为什么画出来的平面图却不相同。预设:第一幅图的长和宽同时缩小了10倍,第二幅图的长和宽同时缩小了20倍。师:算一算两位同学的图上1厘米分别代表实际的距离是多少?(板书:图上距离和实际距
First, based on different classroom generation - clever grasping nodes, effective organization [embodiment 1] looking for differences point division: our desk length 60 cm, width 40 cm, can you draw its floor plan? (Students try, Feedback comparison) Default 1: 6 cm long and 4 cm wide. Default 2: 3 cm long and 2 cm wide. Question: The same classroom, why not draw a different plan. Default: the length and width of the first image at the same time reduced by 10 times, the second image of the length and width reduced by 20 times at the same time. Teacher: Calculate the two students on the map 1 cm represent the actual distance is how much? (Blackboard: Figure on the distance and the actual distance