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我校属于边远山区,学生的数学基础普遍比较差,再加上高中数学学习特点:数学语言抽象程度上的突变;思维方法向理性层次的跃迁;知识内容整体数量的剧增,都造成学生心理的不适状态进一步加深。面对教材跨度大、社会要求高以及高考的现实考验,我们不但要优化课堂教学,培养学生良好的学习习惯,还要在学习生活中引导促进学生进行有效的数学交流,以提高学生主动学习的能力。本文就学生数学交流的有效生成策略——做,说,
My school belongs to remote mountainous areas, the maths of students are generally poor, plus the characteristics of high school math learning: abrupt changes in the level of mathematical language abstraction; thinking method to rational level of transition; The discomfort further deepened. Faced with the large span of textbooks, social requirements and the reality of the college entrance examination test, we not only optimize classroom teaching, develop good student learning habits, but also in learning life guide students to promote effective mathematical exchanges to enhance students’ active learning ability. In this paper, the effective generation strategies of student math communication - do, say,