论文部分内容阅读
本文通过对“矩形”一节课的部分教学过程实录的分析,谈谈如何在课堂中有效启发学生思维.一、课堂情境设计的三次修改[课堂实录1]教师手执一自制教具——木质的、内角可变化的平行四边形,并演示.师:同学们,老师手中的教具能变出多少个平行四边形?生:无数个.师:那么这些平行四边形中,有没有面积最大的一个呢?能试着说明一下理由吗?生:当它变成长方形的时候面积最大,因为这时候这个平行四边形的高最大.
This article through the “Rectangle ” part of the teaching process of Record Analysis, talk about how to effectively inspire students in the classroom thinking.First changes in the classroom contextual design [Class Record 1] Teachers hand a self-made teaching aids - - Wooden, parallelogram with variable internal angles, and demonstration. Teacher: Classmates, how many parallelograms can the teacher make in the hand? Health: Countless. Teacher: So, among these parallelograms, are there not the largest one Can try to explain the reason? Health: When it becomes a rectangle when the area is the largest, because this time the height of the largest parallelogram.