论文部分内容阅读
前不久笔者所在的学校与所在的片区共同开展了一次连片教研活动,意在加强数学教学研讨,深化数学教研活动,从而促进数学教学水平的提升.本次参加研讨的教师共同讲授的是“等式的性质”.其中一位教师的教学设计引起了我的思考.笔者就此教学设计进行再设计,与读者们共同交流研讨,现整理成文.初次教学设计呈现:师:小明说他今年13岁,小李说他今年也是13
Not long ago, the author’s school and the area where they jointly carried out a contiguous teaching and research activities, intended to strengthen mathematical teaching seminars, deepen mathematics teaching and research activities, thereby promoting the level of mathematics teaching to enhance the participation of teachers to participate in the seminar is “The nature of the equation.” One of the teachers of the teaching design aroused my thinking. The author of this teaching design to re-design, and readers to exchange discussions, is now organized and written. The initial teaching design: Teacher: Xiao Ming said he At 13, Li said he is also 13 this year