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课堂上学生的学习是学生与教师、同伴之间“思维碰撞、心灵沟通、情感融合”的“动态”过程,会出现许多“意外”“尴尬”“错误”“惊喜”等“意想不到”“节外生枝”的情节,也生成了许多新的教学契机。在这一过程中,预设成功与动态生成是相互联系的。没有预设的生成犹如脱了线的风筝,离开生成的预设犹如脱缰之马。下面结合我平时的教学,谈谈本人对数学课堂教学中预设及生成的体会。一、精心预设,自主生成德国一位学者有过这样精辟的比喻:将15克盐放在你
Students’ learning in class is a “dynamic” process between students and teachers and their peers. There are many “accidental” “awkward ” errors “Surprise ” “unexpected ” “exogenous” "plot, also generated many new teaching opportunities. In this process, the default success and dynamic generation are interrelated. There is no default to generate a kite off the line, leaving the generated preset as a horse. The following combination of my usual teaching, talk about my own mathematical classroom teaching default and generated experience. A well-designed, autonomous generation A German scholar has such an incisive analogy: 15 grams of salt on your