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沿用新课程标准实验教科书(北师大版)已经六年了,有幸走在新教材的前列。随着课程改革的全面实施,小学数学课程发生着深刻的变化,新课程理念下,我们追求课堂教学生动有趣,学生合作交流,自主学习。在这种改变下,我们不难发现无论是研讨课还是公开课都增添了许多生动与精彩的元素,但应用于平时的教学我们也发现了这样的现象:现象一:表面上生动有趣,实际上脱离数学三年级《分桃》一课,教师通过创设情境,引出例题。教师首先提出一个问题:同学们,今天我们的课堂上来了两位动物朋友和我们一起学习,大家猜一猜他们是谁?在全班同学猜测之后,出示两只猴子分46个桃子的情境,然后让学生提出问题,列出式子,
Follow the new curriculum standard experimental textbook (Beijing Normal University Edition) has been six years, had the honor to walk in the forefront of new textbooks. With the full implementation of the curriculum reform, profound changes have taken place in the mathematics curriculum of primary schools. Under the guidance of the new curriculum concept, we pursue vivid and interesting classroom teaching, student cooperation and exchange, and independent study. Under this kind of change, we can easily find out that there are many vivid and wonderful elements added in seminars and open classes. However, we find such a phenomenon in the usual teaching as well. Phenomenon 1: On the surface is vivid and interesting, On the third grade from the mathematics “sub-peach” a lesson, teachers create situations, leads to examples. The teacher first of all asked a question: Students, two animal friends came to our class to study with us today. Everyone guessed who they were. After classmates speculated, they showed two monkeys in 46 peaches. Then ask students to ask questions, list formulas,