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1.在预习中设计联系实际的数学问题,培养问题意识,探究解决方法,调动学习主动性是培养学生自学能力形成的前提。课前预习设计学生亲手操作,亲身体验的数学实例,拓展学生思维空间,培养学生自学能力。如在《长方体和正方体认识》一节预习中,让学生对长方体实物或模型进行看一看,摸一摸,比一比,想一想等活动,引导学生认识长方体的面、棱、顶点和空间的位置关系。这样,学生对长方体有了比较全面认识。在动手操作、自主探索中,培养空间观念,建构新知,从而使学生在学习中有了自我,既锻炼了学生的自学能力,又为下一节学习长方体和正方体做了很好的铺垫,发挥了课前预习的作用。
1. In the preparatory study designed to contact the actual mathematical problems, cultivate awareness of the problem, explore solutions, to mobilize learning initiative is to develop the self-learning ability of students to form the premise. Pre-class design students hands-on experience, first-hand experience of mathematical examples, to expand students thinking space, develop students self-learning ability. As in the “Cuboid and Square Recognition,” a preview, so that students on the Cuboid physical or model to take a look, touch, than one, think about and other activities to guide students to understand the cuboid face, edge, vertex and The location of space. In this way, students have a more comprehensive understanding of the cuboid. In hands-on operation and independent exploration, we cultivate the concept of space and construct new knowledge so as to enable students to have self-study in their studies, which not only exercises students’ self-learning abilities, but also paves the way for the next section to study cuboids and cubes The role of pre-class preview.