论文部分内容阅读
新课程改革以来,合作学习应用于小学数学课。教学实践中,很多教师走入了标签式的“假合作”、表面化的“假合作”、程序化的“假合作”的误区。这需要我们进行有效的反思。要善于紧扣教学目标,设置数学悬念;紧扣教学内容,引发数学讨论;紧扣数学思考,凸显思维开放;从而让合作学习具有针对性、需求性和思考性。
Since the reform of the new curriculum, cooperative learning has been applied to elementary school mathematics lessons. In teaching practice, many teachers have gone into the wrong style of tagged “fake cooperation”, superficial “false cooperation” and procedural “false cooperation”. This requires us to conduct effective reflection. To be good at teaching objectives closely, the establishment of mathematical suspense; closely linked to teaching content, triggering mathematical discussions; close to mathematical thinking, highlighting the open mind; so cooperative learning with pertinence, demand and thinking.