论文部分内容阅读
一、创设探究情景,激发探究欲望疑是学的需要,疑是思的源泉,是创的基石.爱因斯坦曾说过,提出问题比解决问题更重要。学生虽然想象丰富,但知识经验缺乏,发现问题和提出问题的能力还不高,提出的问题较难抓住事物的本质,因此教师要根据教学的具体情况,创设问题情境。如我在讲解有理数引入中我就创设了这样一个问题情境:一次水灾中,大约有20万人口受灾,灾情将持续一个月,请推断:大约需要组织多少顶帐篷?多少吨粮食?对学生而言,这个问题与实际联系非常紧密,难度不大,所有的学生都可以参与,但又不是太容易解决。问题是引发认知冲突的条件;对教师而言,创设问题是
First, the creation of inquiry scenarios, to stimulate the search for suspicion is the need of learning, doubt is the source of thinking, is the cornerstone of creation.Einstein once said that asking questions is more important than solving problems. Although students are rich in imagination, lack of knowledge and experience, ability to find and ask questions is not high enough, and the problems raised are hard to grasp the essence of things. Therefore, teachers should create a problematic situation according to the specific circumstances of teaching. As I explained the introduction of rational numbers, I created the following scenario: In a flood disaster, about 200,000 people will be affected and the disaster will last a month. Please estimate: how many top tents should I organize and how many tons of food? Say, this issue is very close and practical, not difficult, all students can participate, but not too easy to solve. The problem is the condition that triggers cognitive conflict; for the teacher, the problem is creation