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新一轮国家基础教育课程改革犹如春风扑面而来,我们惊喜地发现课堂教学发生了翻天覆地的变化:以往的教师“满堂讲、全程练”变成了“师生互动双向交流”,以往的“被动接受”变成了学生“自主探索合作参与”,学生的个性得到了张扬,教学气氛异常活跃。这一切确实令人惊叹万分。然而,反思让我们清醒,在热闹与自主的背后,也透射出放任与浮躁,折射出一个令人深思的问题——如何把握教材和学生,提高数学课堂教学的有效性,让数学课堂焕发生命的活力?
The new round of national basic education curriculum reform like a spring breeze blowing, we were pleasantly surprised to find that classroom teaching has undergone enormous changes: the past teacher “full house stresses, full training” into a “two-way exchange of teachers and students” past “ Passively accepted ”into a student“ to explore their own cooperation and cooperation, ”the personality of the students have been publicized, the teaching atmosphere unusually active. All this really amazing. However, introspection makes us awake, behind the excitement and autonomy, but also reveals a thought-provoking question that reflects the problem of how to grasp the teaching materials and students, how to improve the effectiveness of mathematics classroom teaching and make the mathematics classroom rejuvenate Vitality?