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在教学中,要调动学生的主动性、积极性,教师应鼓励学生从不同角度去思考问题、解决问题,让他们各抒己见,去发现和掌握教学规律。例如:教学“9的乘法口诀”,是在灵活掌握2至8的乘法口诀的基础上进行的,学生已懂得加法算式与乘法算式之间的关系,掌握了乘法口诀的来源和乘法口诀的意义,因此能很快地看着实物图写出乘法算式,然后再根据乘法算式编出“9的乘法口诀”。编口诀不是难点,而是要引导学生编9的乘法口诀的同时,发现“9”的口诀的特点,探索“9的口诀”的特殊规律。这时,我请同学们观察、思考:9的口诀有什么特殊规律?有什么特点?全班同学通过思考,都争着回答老师提出的问题。一个学生回答:它们的积都相差一个9。另一
In teaching, to mobilize the initiative and enthusiasm of students, teachers should encourage students to think from different angles and solve problems so that they can express their opinions and discover and master the teaching rules. For example, the teaching “9 Multiplication Formula” is based on the flexible mastery of 2 to 8 multiplication formulas. The students have understood the relationship between addition formulas and multiplication formulas, and have mastered the source of multiplication formulas and the meaning of multiplication formulas , So you can quickly look at the physical map to write the multiplication formula, and then according to the multiplication formula compiled “9 multiplication formula.” Knitting formulas is not difficult, but to guide students to compile the multiplication formula of 9 while discovering the characteristics of “9” formulas and exploring the special law of “9 formulas.” At this time, I asked the students to observe and ponder: What are the special rules of the formulas of 9? What are the characteristics? Through class thinking, the students all strive to answer the questions raised by the teachers. One student replied: They all have a difference of nine. another