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心理学告诉我们:意向是在恰当的问题情境中产生的。用字母表示数内容看似浅显、平淡,但学生感悟字母表示数的意义实属“程序性知识”。依据认知特点,让学生在不同的情境中去感受、探索、应用,从而发现、理解和掌握知识。教材是知识的载体,教学活动不应是对教材的简单复制,而是取决于对教材理解的深度与广度。下面笔者结合万荣庆老师提出的“板块三串式”教学设计结构谈谈对苏科版七年级上册《用字母表示数》的教学实践和体会。
Psychology tells us that intentions are generated in the right question context. The number of letters with the contents of the number of seemingly simple, plain, but the number of students to understand the significance of the letter is “procedural knowledge ”. Based on the cognitive characteristics, students are allowed to discover, understand and master knowledge in different situations. Teaching material is the carrier of knowledge, teaching activities should not be a simple copy of the teaching materials, but depends on the depth and breadth of understanding of teaching materials. The following author combined with Wan Rongqing teacher “plate three string type ” teaching design structure to talk about the Su Ke version of the seventh grade “with the number of letters” teaching practice and experience.