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作者听评了北京小学大兴分校孙贵合老师执教的“三角形的分类”一课,由此,引发了对数学课堂教学中如何优化学生的体验的问题思考。一、解析,探寻体验的基点由于数学知识的系统性较强,新旧知识间有着一定的逻辑关联,因此,当面对一个新的教学内容的时候,要基于数学知识的本质分析,积极寻找新旧知识间的连结点,促进学生的数学理解,消除学生数学学习中的可能困惑。因此,要结合教学内容组织学生开展体验性学习,就是要通过有效的教学活动设计,让学生在活动体验中学习必然地成为教学设计的基本考虑。在“三角形的分类”教学设计中,孙老师做了如下的教学引入设计:
The author listened to the lesson “Classifications of Triangles” coached by Sun Guihe, a teacher at Beijing’s primary school Daxing, which triggered the thinking on how to optimize the students’ experiences in mathematics classroom teaching. First, to analyze and explore the basis of experience Because of the systematic mathematic knowledge, there is a certain logical relationship between old and new knowledge, therefore, when faced with a new teaching content, based on the essential analysis of mathematical knowledge, actively looking for old and new Links between knowledge, to promote students’ understanding of mathematics, to eliminate possible confusion in the students learning mathematics. Therefore, to organize students to carry out experiential learning in combination with the teaching content is to design effective teaching activities, so that students learning in the activity experience inevitably become the basic consideration of instructional design. In the “triangle category ” teaching design, Sun made the following instruction to introduce the design: