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数学知识都不是孤立的,有它的来龙去脉,每个知识点之间往往有着千丝万缕的联系.然而,为了教与学的需要,人们常常将其进行人为的分割与细化,这样的划分学生学习的难度下降了,学生对于本节课的知识点看似掌握的扎实,但其往往收获的是一个个“点状”的知识,容易形成“只见树木,不见森林”的学习状况.整体性教学是指根据教学内容和学生具体情况展开,突破教材片段式的知识呈现,必要时将教材内容高效整合,灵活的以整体的方式进行教学.这样的教学活动多次进行,不仅有利于学生把学到的数学知识建构成网状的知识体系,从整体上宏观把握知识
Mathematical knowledge is not isolated, it has its ins and outs, and each knowledge point is often inextricably linked, however, in order to teach and learn needs, people often make it artificial segmentation and refinement, so that The difficulty of dividing students’ learning decreases. The students seem to have a solid grasp of the knowledge points in this lesson, but they often acquire knowledge of “punctuations” one by one, which is easy to form. “I saw trees, ”The overall teaching is based on teaching content and students to start a specific situation, breaking the textbook fragments of the knowledge presentation, if necessary, the content of teaching materials and efficient integration, flexible overall approach to teaching .This teaching activities on many occasions , Not only conducive to students to math knowledge learned into a network of knowledge system, macroscopically grasp the knowledge