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【案例背景】“需要”是求知创新的源动力。数学课标也提倡数学教学活动必须激发学生兴趣,调动学生积极性,引发学生思考。这是我平时上的一节家常课的某一片段,教学完四年级下册第3单元《三角形》,我跳过第4单元《混合运算》,紧接着直接教学第5单元《平行四边形和梯形》,因为同属于平面图形的知识,便于学生对知识进行类比与迁移。【案例描述】上课一开始,我直接板书课题:平行四边形。“同学们,今天我们认识另一个平面图形平行四边形,关于平行四
【Case Background】 ”Needs“ is the source of innovation. Mathematics curriculum standard also advocates mathematics teaching activities must stimulate student interest, mobilize the enthusiasm of students, triggering student thinking. This is a section of my usual homework lesson. I finished the third unit ”Triangle“ in the fourth grade and I skipped Unit 4 ”Mixing Operations“, followed by the direct teaching of Unit 5 ”Parallelogram and Trapezoid, “because the same belong to the graphic knowledge, to facilitate students to analogy and migration of knowledge. 【Case Description】 The beginning of class, I direct the book topic: parallelogram. ”Classmates, today we know another plane graphics parallelogram, about the parallel