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一、问题的提出十年课改中,对计算教学提出算法多样化的要求,以发展学生思维能力,培养创新精神。不少教师对算法多样化进行了研究,也普遍重视了算法多样化。但经过调查,笔者发现,很大一部分教师在实施中带有很大的随意性:先随意请一些孩子尝试用不同算法计算,再引导学生选用一种教师自己认为最好的方法做为基本方法要求学生掌握。这种指导貌似正确,实则违背了“算法多样化”的初衷。在“20以内的退位减法”这一单元教学结束后,笔者抽查学生对计算方法多样化掌握的情况,题目是“请用多种方法
First, the problem raised Ten-year curriculum reform, computational teaching put forward the requirements of the algorithm diversity, in order to develop students’ thinking ability and cultivate innovative spirit. Many teachers research algorithms diversification, but also generally attach importance to the diversity of algorithms. However, after investigation, I found that a large part of the teachers in the implementation with a lot of randomness: Please feel free to ask some of the children to try different algorithms, and then guide students to choose a method that teachers think best as the basic method Ask students to master. This guide looks like the right, but in fact runs counter to the ”algorithm diversification “ original intention. After ”Less Than 20 Less Than Subtraction“ After the teaching of this unit is completed, the author checks the students’ grasp of the diversification of calculation methods, the title is ”Please use a variety of methods