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在现实的教学情境中,笔者发现,在教师讲完一道例题或者一个知识点让学生尝试做题时,学生解题的正确率较高,速度较快.但是,笔者也发现,经过一段时间,同样的习题,学生却出现了解题思路的困惑,甚至出现不懂解题的突破口.笔者认为,此种情况的出现与学生对于知识的内化与掌握程度有着密切的关系,而解题反思,作为一种思维的再认识过程,能够有效
In the real situation of teaching, I found that when the teacher finished an example or a point of knowledge for students to try to do the question, the correct rate of the students to solve the problem is higher and faster.However, I also found that after a period of time, The same problem, the students have appeared puzzled problem-solving ideas, or even do not understand the problem-solving breakthrough.In my opinion, the occurrence of this situation and students have a close relationship with the internalization of knowledge and mastery, and problem-solving reflection , As a process of re-understanding of thinking, can be effective