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准确把握学情和深刻解读教材是课堂教学设计的基点,也是引导学生深度学习的基点,深度学习是过程,发展核心素养是目标,两者相融共生。《中学数学教学参考》2017年第3期上旬刊发了王克亮老师开设的公开课《三角函数的诱导公式(一)》的教学实录,王老师按“问题情境—探究建构—数学应用一拓展提升”四个环节设计教学活动,逻辑清晰,效果喜人。细品课堂实录,似如现场观摩,收获之余,感触颇深,现作一评述,以与同行探讨。
Accurately grasp the academic situation and the profound interpretation of the textbook is the classroom teaching design of the starting point, but also to guide students to learn the basics, deep learning is the process, the development of core literacy is the goal of symbiotic symbiosis between the two. “Mathematical Teaching Reference High School” published in early March 3, Mr. Wang Keliang open class “trigonometric function induction formula (a)” teaching record, Wang “problem situation - to explore the construction - a mathematical application development Enhance ”four aspects of design teaching activities, logic clear, the effect is gratifying. Fine class record, it seems like the scene to observe, harvest more than deep feeling, make a comment now, with colleagues to explore.