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Mathematics Teaching in the question how to optimize the Classroom-毕业论文翻译
Mathematics Teaching in the question how to optimize the Classroom
Abstract: What kind of problems, from what level of students to answer; what level of student questioning what kind of problems, teachers should be aware of, and individualized, progressive approach, from easy and difficult, step by step, to maximize “Optimization of classroom questioning” effect.
Keywords:: optimization purposes of specific interest
“The problem is the heart.” For a mathematics teacher, good at asking questions is extremely important, more important questions are good at optimizing the classroom. So, what kind of questions are optimized for the classroom to ask questions? Caused the students if the question of positive thinking activities, and students can not copy the textbooks and ready answers to such questions can be considered to optimize the class questions. For example: have not in the same three points on a straight line to draw a few circles? It does not belong to optimize the classroom questions. because of this problem soon know the result of students: A. But if you ask any three points can be drawn after a few round? students can not find ready-made answer books must be the location of any possible relationship between the three points one by one study can be concluded that the issue of flexibility so this is the most appropriate level, it is optimization of classroom questions.
So how do we achieve “optimal ask questions in class” mean? First, the purpose strong, to avoid blind questions Teachers in preparing lessons we should seriously study the materials and programs, combined with teaching content, requirements and objectives and the actual situation of students, where the overall design in the classroom to ask questions, ask what, how to ask, but also expected responses from the student to prepare all possible a situation response, we must avoid blind questions; Otherwise, not only can not achieve “optimal ask questions in class,” even stuck
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