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一、精心设计,创设情境课堂是学生获取知识的主阵地,教师的教学活动设计非常重要,如在教学“加法的初步认识3+2=5”时设计三个环节。1.直观演示,感知加法的含义。应用磁性小黑板演示,教师手上拿着圆片,让学生说说怎样用圆片摆3+2=5:有的学生说应该摆5个圆片;有的学生说应先摆红圆片再摆黄圆片;还有的学生说应先摆3个红圆片,再摆2个黄圆片,3个红圆片加2个黄圆片就是5个圆片。让学生观察教师摆圆片的情境,并把观察到的在同桌之间交流,使学生初步感知“合起来”就是“加起来”的意思,激发学生的学习兴趣。
First, elaborate design and creation of situational classrooms are the main front for students to acquire knowledge. The design of teachers’ teaching activities is very important. For example, three aspects are designed when teaching “initial cognition of additions 3 + 2 = 5”. 1. Intuitive presentation, perception of the meaning of addition. Application of small magnetic blackboard demonstration, the teacher holding the wafer in the hand, let the students talk about how to use the wafer 3 + 2 = 5: Some students should put 5 wafers; Some students should put the red wafer Then put the yellow disc; some students said that the first three red wafers should be placed before placing two yellow wafers, 3 red wafers plus 2 yellow wafers is 5 wafers. Let the students observe the situation of the teacher placing the wafer, and observe the exchange between the same table so that the students ’initial perception “together ” is the meaning of “add up ” to stimulate students’ interest in learning.