初中数学精准课堂中启发的适时性与适度性思考
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摘要
从初中数学几何复习课的课例出发,将难点拆分后依次启发引导,主张学生在探索中找到兴趣并及时对学生遇到的困难进行适度引导.教学过程中提倡教师要注重抽离模型、解释本质,避免学生"看得懂做不来"情况的发生.同时以尝试检验法确定一元一次方程解的教学和添加辅助线求解梯形面积两题为例,提出教师在进行课堂实际操作时,要在关键处"启",在害处"发",适时适度的同时注意避免超前启发和滞后启发.启发引导以提问为主,提问要富有技巧性,简明含蓄且适度远离目标.通过这样的方法教学,学生从不能解决问题到积极展示多种解题方法,做到了学生的学与教师的教的有机结合.
This paper divides the difficult points into several parts, and it suggests that the students should find interest in the exploration and guide them to deal with the difficulties they encounter in time. In the process of teaching, teachers should pay attention to pulling away from the model and explaining the essence, so as to avoid the situation that students can understand but not do well. At the same time, taking the teaching of trying test method to determine the linear equation solution and adding an auxiliary line to solve the problems of trapezoidal area as examples, this paper puts forward that when teachers carry out classroom practical operation, they should "enlighten" at the key point and "start" at the harm point, which should be timely and appropriate, and at the same time leading inspiration and lagging inspiration shall be avoided. Elicitation and guidance is achieved mainly by asking questions which should be skillful, concise, implicit and moderately related to the goal. Through this method of teaching, students achieved a variety of problem-solving methods, which has realized an organic union of the student's study and the teacher's teaching.
This paper divides the difficult points into several parts, and it suggests that the students should find interest in the exploration and guide them to deal with the difficulties they encounter in time. In the process of teaching, teachers should pay attention to pulling away from the model and explaining the essence, so as to avoid the situation that students can understand but not do well. At the same time, taking the teaching of trying test method to determine the linear equation solution and adding an auxiliary line to solve the problems of trapezoidal area as examples, this paper puts forward that when teachers carry out classroom practical operation, they should "enlighten" at the key point and "start" at the harm point, which should be timely and appropriate, and at the same time leading inspiration and lagging inspiration shall be avoided. Elicitation and guidance is achieved mainly by asking questions which should be skillful, concise, implicit and moderately related to the goal. Through this method of teaching, students achieved a variety of problem-solving methods, which has realized an organic union of the student's study and the teacher's teaching.
引文
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[2] 弗赖登塔尔.作为教育任务的数学[M].上海:上海教育出版社,1995:167.
[3] 孙宏安,马忠林等.数学教育史[M].广西:广西教育出版社,2001:263.
[4] 徐斌.无痕教育[M].北京:首都师范大学出版社,2015:156.
[5] 兰爱爱.数学核心素养在初中课堂教学中的培养途径探析[J].湖州师范学院学报,2018(8):111-116.
[2] 弗赖登塔尔.作为教育任务的数学[M].上海:上海教育出版社,1995:167.
[3] 孙宏安,马忠林等.数学教育史[M].广西:广西教育出版社,2001:263.
[4] 徐斌.无痕教育[M].北京:首都师范大学出版社,2015:156.
[5] 兰爱爱.数学核心素养在初中课堂教学中的培养途径探析[J].湖州师范学院学报,2018(8):111-116.