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一、重组、综合和激活1.教学内容的重组加工。一是重组教材。采用“调”、“联”、“扩”、“删”等方法,对数学教材进行重组,使教学内容既合乎学科知识本身内在的逻辑序列,又合乎学生认识发展的顺序。二是呈现结构。要让学生掌握学习的主动权,最易见效的是帮助他们掌握和运用知识结构脉络,因为结构具有较知识点更强得多的组织迁移能力。
First, the reorganization, synthesis and activation 1. Teaching content of the restructuring process. First, reorganization of teaching materials. The method of reorganization of math teaching materials is adopted by such methods as adjusting, “expanding ” and “deleting ” so that the teaching content not only conforms to the inherent logical sequence of the subject knowledge itself but also meets the students’ The order of development. Second, the structure is presented. The most effective way for students to master the learning initiative is to help them master and apply the context of knowledge structure because the structure has a much stronger organization migration ability than the knowledge point.