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【课堂回放】当教学过程进行到例题讲解部分的时候,大屏幕上出现了很多只青蛙。我请学生续编儿歌:()只青蛙()张嘴,()只眼睛()条腿。在汇报的时候,一名男生的答案如下:“(n)只青蛙(n)张嘴,(n)只眼睛(n)条腿。”我表达了对这名学生答案的看法:“如果n表示1,那么不就成了(1)只青蛙(1)张嘴,(1)只眼睛(1)条腿了吗?”此时,全班哄堂大笑,这名男生仍然眉头紧锁,脸上一点表情也没有,丝毫没有顿悟的意思。为了不影响教学进度,我继续请其他学生发言,后面孩子的发言具体、准确,回答得与正确答案基本一致:2n、4n既可以表示出嘴和腿的数量,又可以表示出他们与青蛙只
[Classroom playback] When the teaching process to explain the part of the example, when there are many frogs on the big screen. I ask the students to renew their children’s songs: () only frogs () mouth, () only eyes () leg. At the time of reporting, one of the boys answered the following: “(n) Frog (n) mouth, (n) eye (n) leg.” “I expressed my opinion on this student’s answer: If n represents 1, then it does not become (1) frogs (1) mouth, (1) eyes (1) legs yet? ”At this point, the whole class roared, the boy still frowned Lock, face no expression, did not mean no insight. In order not to affect the progress of teaching, I continue to ask other students to speak, behind the child’s speech specifically, accurately, and the correct answer is basically the same answer: 2n, 4n both can express the number of mouth and legs, but also that they and the frog only