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一、改教材:拓展课堂资源,把握好课堂预设与生成数学教材只是数学教学的一个载体,其容量是有限的。教师备课虽然在某种程度上突破和超越了教材,但是备课始终只是一种课堂预设。课堂教学是一个充满变化的动态过程,学生的思维随时会进出火花,教师要关注学生在学习过程中产生的新答案、新疑问、新联想,及时诱导并创设问题情境,激发学生深度思考。从某种意义上讲,教师更要注重课堂的生成性知识,因为这是学生的思维成果,也是进行下一步教学的基础。
First, to change teaching materials: to expand classroom resources, grasp the classroom pre-set and generate mathematics textbooks is only a vector of mathematics teaching, its capacity is limited. Although teachers prepare lessons to a certain extent, break through and beyond the teaching materials, but the lesson preparation is always just a classroom default. Classroom teaching is a dynamic process that is full of changes. Students ’thinking is always on and off. Teachers should pay attention to the new answers, new questions and new associations that students create during the learning process. They should promptly induce and create problem situations to stimulate students’ deep thinking. In a sense, teachers should pay more attention to the productive knowledge of the classroom, because it is the result of the students’ thinking and the basis for the next teaching.