我们教师多少都遇到这种现象,课堂上制定好的教学内容往往完不成,总留下一个遗憾的省略号且待下回分解。特别是在学生开始学习几何图形之后,这种现象更为明显,往往一个定理一个概念就需要一节课的时间来研究。我对所上的课进行了深刻的反思,近一年内我进行了如下尝试:一、精简课本中的习题,对题目进行整合改编,设置开放式的问题。随着几何知识的增加,学生做一道几何题目思考的时间也会越来越长,因此一节课中练习的题目数量相对减少,这是与代 We teachers how many have encountered this phenomenon, the classroom to develop good teaching content often fail, always leave a regrettable ellipsis and be decomposed next time. This is especially true after students begin to learn geometry. It is often the case that a concept of a theorem takes a class time to study. I conducted a deep reflection on the lessons I have made in the last year. I tried the following: First, streamline the exercises in the textbooks, integrate and adapt the topics, and set open-ended questions. With the increase of geometric knowledge, the time for students to think in a geometric subject will become longer and longer, so the number of exercises practiced in a lesson is relatively reduced,