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数学是思维的体操。数学教学中,教师如果在对问题探究中反复追问,不仅可以深化对所学知识的理解,还有助于提升学生的思维品质。一在“无疑”中追问,培养学生思维的深度【案例1】北师大版五年级下册“百分数的意义”的教学中,教师让学生汇报课前收集的百分数,并说一说这些百分数表示什么意思。生1:林书豪2011年投球的命中率为41.6%,表示林书豪投了100个球,进了41.6个球。(教室里笑声一片。教师微笑,未作评价。)生2:用四舍五入法,林书豪投了100个球,大约进了42个球……(教室里出现了争执。)教师追问:林书豪是不是只投了100个球?生3似乎明白了:41.6%表示林书豪如果投了1000个球,进了416个球。
Mathematics is the gym of thinking. In mathematics teaching, if teachers ask questions repeatedly, they can not only deepen their understanding of the knowledge they have learned, but also help to improve students’ thinking quality. One in “no doubt ” question, cultivate the depth of student thinking [Case 1] Beijing Normal University version of the fifth grade volume “the significance of the percentage ” teaching, the teacher let the students report the percentage collected before class, and said What do these percentages mean? Students 1: Jeremy Lin hit the ball in 2011 hit rate of 41.6%, said Jeremy Lin voted 100 goals, scored 41.6 goals. (Laughter in the classroom.) Teacher smile, no evaluation.) Students 2: Rounding Law, Jeremy Lin voted 100 balls, into about 42 balls ... (There was a dispute in the classroom.) Teacher asked: Jeremy Lin is not Only vote 100 balls Health 3 seems to understand: 41.6% said Jeremy Lin cast 1,000 balls, into the 416 ball.