High school mathematics curriculum reform in rural areas should pay attention to the new five errors to avoid-毕业论文翻译.docVIP
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High school mathematics curriculum reform in rural areas should pay attention to the new five errors to avoid-毕业论文翻译
High school mathematics curriculum reform in rural areas should pay attention to the new five errors to avoid
[Abstract] as a demonstration of the new curriculum reform of rural high school math teacher, a school, in the years of teaching practice in a profound experience, teaching in the rural high school reform efforts should be made to avoid the often appear “first boot thinking, the first After pulling point to explore, do not guess on the demonstration, after eliminating the first practice, no sentiment to sum up “the five errors, and in research and exploration puts forward his own views.
[Keywords:] Thoughts on the first boot after the first point of inquiry is not suppose to pull the first argument after the exercise is not resolving to summarize insights
Under the new curriculum standards, mathematics teaching should be sufficient to meet their psychological needs and emotional experience, so that students in the learning process full of fun and exploration, so that teaching truly knowledge-centric development to student-centered change. This we are required to design in the classroom, attention should be thinking about how to organize students thinking activities for students participating in the self-teaching activities and improve the cognitive structure construction. But the new curriculum reform in the rural high school teaching practice, is still easy to the following five aspects of Teaching in an unreasonable and should be further studied and solved.
1 should be noted that out of the lead after the first teaching of thinking errors High school mathematics curriculum reform in rural areas, the most prone to misunderstanding think is one of the first boot. Teachers teaching in the classroom to ask questions, the total used directly according to their own experience of the existing points of doubt or problems to guide students to do, Then the teacher to guide students to the idea of #8203;#8203;solving problems by doing so in the face o
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