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一、内容的确定及其分析斯苗儿老师曾经说过“:学习”原本是学生的一种精神享受。享受数学,这是何等的美妙和快乐。因此,笔者选取了“数图形的学问”这一课进行剖析。二、教学设计与思考本节课中,教材引导学生把故事问题转化为数学问题,按一定规律数图形,再从图形上升到算式符号,做到不重复、不遗漏;在维度上也从以往的点上升到线,从一维过渡到二维。【前测了解学生】为了更准确地制订教学目标,把握重难点,我对学校四年级的两个班进行了前测。
First, the content of the definition and analysis Siao Er teacher once said “: learning ” was originally a kind of spiritual enjoyment of students. Enjoy math, this is how wonderful and happy. Therefore, I selected the “number of graphics learning” lesson for analysis. Second, the teaching design and thinking In this lesson, textbooks guide students to the story of the problem into mathematical problems, according to a certain number of figures, and then rose from the graphic symbols to arithmetic, so that non-repetition, omission; in the dimension from the past The points rise to the line, transitioning from one dimension to two dimensions. [Pre-test understanding of students] In order to more accurately set the teaching objectives, grasping the heavy and difficult points, I conducted a pre-test of the two classes in the fourth grade of the school.