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在实施素质教育、注重创新思维的今天,许多教师已经注意教育观念的转换、教学方法的更新,这是一个可喜的变化。但有的教师认为创新那是科学家、学者的事,与小学生不相关,这种认识是错误的。事实上,小学生在课堂里思维十分活跃,有独到的见解和认识,创新思维的火花层出不穷,只是教师不注意发现和保护而已。例如,在教学“比的应用”时,有位教师在练习时出示这样一道题:五一班和五二班订《少年科学》的人数比是3:4,两个班共订了49份,两个班各订了多少份?让学生练习,并抽一名
In implementing quality education and focusing on innovative thinking, many teachers have already paid attention to the transformation of educational concepts and teaching methods, which is a welcome change. However, some teachers think that innovation is a matter of scientists and scholars, which is not related to pupils. This kind of understanding is wrong. In fact, pupils think very actively in the classroom, have unique insights and understanding, sparks of innovative thinking emerge in an endless stream, but teachers do not pay attention to discovering and protecting them. For example, when teaching “ratio application”, a teacher in practice showed such a question: the ratio between the number of juvenile sciences in May 1 and May 2 classes was 3: 4 and that in the two classes was 49 How many copies is booked for each of the two classes? Let the students practice and draw one