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提问是课堂教学不可缺少的一个重要环节。怎样才能搞好课堂提问呢?笔者认为小学数学课堂提问应做到三个有利于。第一,课堂提问应有利于旧知识的迁移新知识总是在旧知识的基础上引伸和发展起来的,恰到好处的提问,能最大限度地诱发学生对旧知识的迁移。例如:在教学“利用乘法分配律进行简便运算”时,教师可指着式子15×75+15×25提问:从乘法的意义来看,这个式子表示什么。在学生回答出15×75表示求75个15的和是多少,15×25表示求25个15的和是多少后,可紧接着问:本题中一共有几个15连加呢?怎样用乘法算式把它们表示出来?学生回答时教师板书:原式=15×(75+25)=15×100,然后又提问:100是怎样得出来的?这是应用了过去学过的什么知识?这样的课堂提问环环紧扣,能使旧知识产生迁
Questioning is an indispensable part of classroom teaching. How can we do a good job in class questions? I think the primary school mathematics classroom questions should be done in three is conducive. First, the classroom questions should be conducive to the migration of old knowledge New knowledge is always based on the old knowledge and extension of the development, just to ask questions, to maximize the students to induce the transfer of old knowledge. For example, when teaching “Easy Operation Using Multiplicative Distribution Law”, a teacher can point at a formula of 15 × 75 + 15 × 25. Question: What does this formula mean from the meaning of multiplication? In the students answered 15 × 75 said the sum of 75 15 and how much, 15 × 25 said that the sum of 25 and 15 is how many, can be followed by the question: a total of 15 in this question plus a plus? How multiplication The formula to express them? Students answer the teacher's writing on the blackboard: the original = 15 × (75 + 25) = 15 × 100, and then asked: 100 is how to come out? This is the application of past knowledge learned? The classroom questions tightly linked to the old knowledge can be moved