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巧妙地设计新课导入,激发学生主动思维。为了萌发学生积极主动探索新知的欲望,我以疑激欲,设计了这样的新课导入:在学生认为判断一个分数能否化成有限小数必须要通过计算得出时,我给学生提出了一个疑问:不通过计算能马上判断出来吗?在学生揣测不定时,我让学生任意出分数考我。为了验证我的回答是否正确,还请两个学生通过计算器的计算告诉全班同学老师回答的是否正确,这样可以让学生从心底暗暗佩服也好奇老师怎么这么有本事,于是自然而然萌发了探索新知的欲望。巧妙地设计课堂提问,促进学生主动思维。
Cleverly designed to introduce new courses to stimulate students’ active thinking. In order to motivate students to actively explore the desire of new knowledge, I devoted myself to the design of such a new lesson. In my opinion, when students think that judging whether a score can be turned into a finite number must be calculated, I ask the students a question Can not be judged immediately by calculation? When students speculate uncertainly, I let the students test any number of me. In order to verify my answer is correct, but also asked the two students through the calculator to tell the class teacher to answer the question is correct, so that students can secretly admire from the bottom of my heart is also curious how teachers are capable, so natural germination of the exploration of new knowledge Desire. Cleverly designed classroom questions to promote students’ active thinking.