教学理论2（Teaching theory 2）.docVIP

教学理论2（Teaching theory 2） This kind of reflection can make teaching proceed with high quality and efficiency. For example, according to the new curriculum, collection this unit contains a collection of meaning and said, the basic relationship between sets and basic operations collection of the three aspects of the provisions for 4 hours. The two teachers of our lesson preparation group have basically the same arrangement of the contents of the first three hours. They are in turn three contents, but there are some differences in the arrangement of the fourth classes. One of the teachers in the fourth class selection evaluation feedback, consolidate and improve the teaching methods to the students: a book, four multiple-choice questions and then ask students to finish them, a fill in the blanks and a solution, the remaining two multiple-choice questions, three questions and two questions ask students for homework. Students to complete the exercises, the teacher began to explain, and especially for the students of fallible exercises. Such as: Another teachers handling of this part of the matter is different. She first reviewed the basic concepts of intersection, union and complement, lead the students to explore the relationships between sets, and gives an example to consolidate these relations: The setting of the above problem 3 has some pertinence, and it strengthens the concept of set, and deepens the application of set representation. But in the process of problem solving in 3, teachers use a number line to draw schematic, take the opportunity, she tells the story of the Shuxingjiege way to the students, and writing a poem written by Mr. Hua Luogengs description of the combination of method on the blackboard, the students are very active. Then, the teacher spent nearly 20 minutes about the set theory, Russells paradox and the third mathematical crisis, mathematical culture education for students. The classroom atmosphere is very active and students are interested in