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在数学教学中,提问是教师最常用的引导学生进行学习的方法,从某种意义来讲,教师提问质量的高低往往决定着教学效果的优劣。多年的小学数学教学使我认识到,要提高提问的质量,教师就要把握提问的“四度”。一是,要把握好提问的难度。心理学研究表明,学生学习数学的潜质可以划分为三个区域,就是已知区、最近发展区和未知区。当教师的提问总是停留在学生认知的已知区时,学生就会因为已经掌握了而感到问题太简单,不能引起学生的学习兴趣;当
In mathematics teaching, asking questions is the most common way for teachers to guide students to learn. In a certain sense, the quality of teachers’ questions often determines the quality of teaching. Many years of primary school mathematics teaching made me realize that to improve the quality of questions, teachers should grasp the “four degrees” of questions. First, we must grasp the difficulty of questioning. Psychological studies have shown that the potential of students to learn mathematics can be divided into three areas, namely the known area, the most recent and unknown areas. When the teacher’s question always stays in the known area of the student’s cognition, the student will feel too simple because they have mastered the question and can not arouse students’ interest in learning. When