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笔者有幸聆听了特级教师张兴华“可能性”一课,发现张老师在不着痕迹的摸球游戏活动中,有效引导学生在不断深入而深刻的研究中,通过不断地制造认知冲突,打破学生旧有的认知平衡,激发学生努力思考和探索的兴趣。学生对数学概念的认知和建构在层层递进的冲突中得到提升。[片段一]经历游戏准备过程,引入数学概念师:爷爷今天给大家带来了一袋球,想不想看?
I was fortunate enough to listen to a class teacher Zhang Xinghua “Possibility ” lesson and found that Teacher Zhang in indelible touch the ball game activities, effectively guide students in continuous and profound research, through the continuous creation of cognitive conflicts, breaking Students old cognitive balance, stimulate students to think hard and explore the interest. Students’ awareness and construction of mathematical concepts are elevated in the progressive conflict. [Fragment one] Experience the game preparation process, the introduction of mathematical concepts division: Grandpa today brought a bag of balls for everyone, do you want to see?