Interactive nature of teaching primary school mathematics classroom-毕业论文翻译.docVIP

Interactive nature of teaching primary school mathematics classroom Keywords: classroom interaction, the nature of mathematical thinking One interaction is not equivalent to a simple game Actively guide the students hands-on practice is a strong advocate of a way of learning of the new curriculum standards, but the students’ hands should never be the same as a simple game activities. Look at Case: touch the ball Lying sack of red and yellow ball, requiring at the same table Cooperation, select a color ball, in turn touch the ball sack, and to work out a post back in the mix touching, the touch 10, who touched select the ball more times, whoever wins, followed by the question: Why touch the number is 10 times the number of occurrences by the red ball so much? Thus conjecture and speculation, and then poured the ball sack to verify. The teacher’s intention is: to enable students to feel the “uncertainty” in the operating activities touch the ball, and by the red ball number “phenomenon, so that the two balls in the students’ perception of the possibility of size and bag The number to guess. However, because students do not know the teacher’s intention to touch the ball becomes a pure game. Two interactive math interactive thinking activities interact is not for the sake of excitement, but should promote the development of student thinking and reduce the requirements of the thinking, hands-on classroom activities. Still cite the case of the “touch the ball. 1-6 ball, to produce a per touch numbers greater than three balls, you have 1 minute and B each touch the number is less than three balls, you have 1 minute to work out on the 3rd ball, B not scoring rules of the game, immediately, at the same table two students in the competition so that the classroom atmosphere may be very warm, but warm after the students will get it? existence of such a problem: there is a difference between students for the rules of the game, it may most s