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结合本班学生实际,我设计教学了六年级数学《节约用水》一课。就本节课的教学效果而言,实际上与我的设想还是有差距的。总结出来有三得两失。首先谈谈本节课的三得。1.培养学生自我学习的能力。课前布置了两个探究主题:水是生命之源;水资源现状。学生以小组合作活动的形式,亲自收集资料、整理资料,自行设计汇报方案,可以激发学生的求知欲,启发学生的思维,开阔学生的视野,学生感到自己是一个发现者、探索者。课上通过让学生汇报,给学生自由的学习空间,
Combined with the actual students, I designed to teach the sixth grade mathematics “water conservation” lesson. As far as the teaching effect of this lesson is concerned, there is actually a gap with my idea. Summarized there are three or two lost. First of all, talk about the three lessons in this lesson. 1. Cultivate students’ self-learning ability. Two topics of inquiry are arranged before class: water is the source of life and water resources. Students in the form of group cooperation activities, personally collect information, organize information, design reporting program, you can stimulate students ’curiosity, inspire students thinking, broaden students’ horizons, students feel that they are a discoverer, explorer. Class by allowing students to report to the students free learning space,