冷静思考(Cool thinking).docVIP

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冷静思考(Cool thinking)

冷静思考(Cool thinking) A cold reflection on the classroom activities in the course reform Nanning Tian Tao experimental school Liang Weifang Abstract: active mathematics classroom is a good phenomenon. Pragmatic pursuit should be a harmonious unity, and the classroom should be really active. It is not only the active anger in the classroom, but also the teaching of knowledge. This requires the teacher to understand material, grasp the key and difficulty of construction of the knowledge structure of teaching science. Key words: active classroom; pragmatic seeking The new curriculum reform makes the classroom full of passion and vitality; the new curriculum reform makes the mathematics teaching more exciting. However, I see we have to stop and reflect on our new classroom, the understanding of the new curriculum is not comprehensive and quick and so on, some classes had a tendency to live and not real, embodied in the supplementary teaching materials: arbitrariness, teaching content is not solid; one-sided the understanding of autonomous learning, active classroom teachers guidance is not in place; floating on the surface, not the implementation of learning objectives. How to prevent these tendencies requires us to think deeply. First, open content and prevent random materials 1., free text, ignoring the basic requirements of textbooks Textbook centered has become the past, teaching content should be open to the public, the form should be open to life, thus changing the isolation, closure and rigid of mathematics curriculum. To optimize the teaching content, mathematics teaching and student life, and children experience contact, introduction of era of living water, enrich and improve the current teaching materials, and the materials for the creative process, improve the efficiency of classroom teaching. However, we found that many teachers learn a mathematics curriculum standard, on the side of materials processing when there are some deviation: some simply do not reinve

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