Analysis of elementary school mathematics classroom exercises designed to-毕业论文翻译.docVIP

Analysis of elementary school mathematics classroom exercises designed to Classroom practice is the primary teaching an important part of teaching is to test students in classroom learning and an important way to consolidate the knowledge for different class types, the design must focus on classroom practice. We have been pushing the ‘individualized’, that is, different students take different approach to education. In fact, mathematics, too, for different class types, the design of classroom practice is not the same, which requires the design to have for classroom practice of. A new design of teaching practice 1, the design into practice, such as in teaching, ‘the percentage of problems’, I first arranged for a fraction word problems: ‘There are a class of 40 students, of whom 25 were boys, boys accounted for a fraction of the number of class a few? ‘This is a past, students learned the exercises, students will soon be able to make it. As long as the ‘fraction of a few’ to ‘several percent’ is the new lesson content, and so can reduce the sudden introduction, to facilitate students to accept. 2, the design of the consolidation exercise. After the consolidation of the new teaching exercises designed to pay attention, ‘slope’, pay attention to gradual, progressive approach to follow the principles can be arranged in accordance with this process: the prototype problem (and similar examples - to consolidate title (with a slight change example - improve the problem (the integrated use of new knowledge. Second, the refresher course design practice 1, focusing on practice. Refresher course training to seize the key knowledge and key capabilities required to enable students to ponder the lesson should be learned by due course of the review focuses collate knowledge, thus strengthening exercises designed to be concise, such as two In addition to the review of multi-digit number, may be enough under the highest dividend in addition to, not in additio