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吴正宪老师的教学方法极具艺术性,这堂《小数除法》示范课使我想到学生获得数学学习动力的重要因素:在认知冲突下对数学问题持之以恒的思考和追问以及对数学本质的真实感受。一、“动力”源自学生的认知冲突吴老师在授课前创设了这样一个情境:4位大学生毕业后采用AA制聚餐,李同学买单付了100元,收银员找回3元。师:看到这些信息,你最想知道什么?生:这次聚餐一共用了多少钱?
The teaching method of Wu Zhengxian is very artistic. This demonstration lesson of “Division of Decimals” reminds me of the important factors that motivate students to acquire mathematics learning motivation. They think and question math problems persistently under the cognitive conflict and their real feelings about the essence of mathematics. First, “power ” from the students cognitive conflict Wu created a scenario before the class: 4 students after graduation using the AA system dinner, Lee students pay 100 yuan to pay, the cashier recovered 3 yuan. Teacher: What do you want to know when you see this information? Student: How much is the total meal?