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《义务教育数学课程标准》(2011年版)(以下简称《课标》(2011年版))指出:“实施教学方案,是把”预设“转化为实际的教学活动。在这个过程中,师生双方的互动往往会”生成“一些新的教学资源,这就需要教师能够及时把握,因势利导,适时调整预案,使教学活动收到更好的效果。”~([1])对此,广大教师是认同的,但在具体教学实施中,操作不到位的现象还时有发生。2015年11月,笔者到本区一所生源较好的初中视导,听了一位青年教师所执教的“圆锥的侧面积”(苏科版《义务教育教科书·数学》九年级上册)一课,兹以其中的教学片断为例进行说明。
The Compulsory Education Mathematics Curriculum Standard (2011 Edition) (hereinafter referred to as the “Curriculum Standard” (2011 Edition)) states: “The implementation of teaching programs is to translate ” presets “into practical teaching activities. During this process , The interaction between teachers and students will often ”generate “ some new teaching resources, which requires teachers to grasp in time, make the best use of the situation, adjust the plan in time, so that teaching activities receive better results. ) In this regard, the majority of teachers agree, but in the implementation of specific teaching, the phenomenon of the operation is not in place from time to time there. In November 2015, I went to this area a better junior high school guidance, listening to a young teacher coached by the ”side of the conical area“ (Suke version of ”compulsory education textbook · Mathematics" ninth grade ) Lesson, it is one of the teaching fragments as an example to illustrate.