Effective mathematics teaching in primary schools creation and analysis of situations-毕业论文翻译.docVIP
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                Effective mathematics teaching in primary schools creation and analysis of situations-毕业论文翻译
                    Effective mathematics teaching in primary schools creation and analysis of situations
lt;lt;Math curriculum standardsgt;gt; require students to learn valuable knowledge, practical knowledge, to promote the development of students, improve the effectiveness of classroom teaching. The effectiveness of mathematics teaching is through the mathematics classroom activities so that students in Mathematics has improved, there is progress, there is harvest. It concerns the current development of students, but also concerned about the future sustainable development of students. effective teaching through classroom activities, students in both the cognitive and emotional development . 
      I am in the process of mathematics teaching in primary schools, for the validity of the following thought:   First, the emphasis on creation of situations, and fully mobilize students to effective learning emotional    Build a good relationship between teachers and students to mobilize effective learning emotion, for the maintenance of student interest in learning and attention is essential. Mobilize effective learning emotion, both students develop confidence and initiative to mobilize their learning, but also effectively improve the effectiveness of classroom teaching. in the creation of situations, we should note the following. First, to be purposeful creation of situations; the second is teaching situation should have some flavor of the times, 3, the content and form of context should be based on life experience and age characteristics of the design. 
      Second, the deep drilling materials, to ensure the validity of knowledge   The validity of knowledge is to ensure effective classroom teaching a very important condition. For students, the teaching of knowledge and effective means new ideas, new materials, they do not know do not understand, after learning the contents of work. Teaching content is valid and knowledge, attributes and state of the students. First, growth depends on t
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