小学数学课前预习有效性的策略的研究.docVIP

. PAGE .. . .. 小学数学课前预习有效性的策略研究 摘 要 预习，顾名思义就是学生在课前的自学。可能有许多老师认为小学生预习并不重要，等上了初中再去预习也不晚。其实不然，任何良好习惯的养成都要从小开始抓起，因为“良好的开端就是成功的一半”。良好的预习习惯，可使学生终生受益。对小学生来说，除了基本知识、基本技能培养外，很重要的是要调动学生学习的主动性，发挥和突出学生在学习中的主体地位，培养他们良好的学习习惯，掌握正确的学习方法。因此，小学生自主学习习惯的培养应是基础教育的重要内容。良好预习习惯的培养是指家校同向利用现有的学校教育资源，开发家庭教育资源，形成家庭、学校真正意义上的教育合力，体现在学校、家庭在教育观念、教育思想、教育内容、教育途径和教育方法等的一致性与和谐性。家校同向抓好预习习惯的培养是为学生提供有利于身心发展的物质环境，还为学生创设一种精神环境——“丰富而多方面的精神生活”。经实践，在数学教学中进行课前预习，对学生学习数学有着积极的意义。 关键词： 数学 有效 HYPERLINK /SearchResult.aspx?type=0startpos=1sort=1keywords=%d4%a4%cf%b0 \o 预习 \t _blank 预习　策略　 目 录 摘 要 引 言·····················································································1 1、研究的背景·············································································1 2、研究的依据·············································································1 3、概念的界定·············································································1 4、研究方法···············································································2 5、主要解决的问题······································································2 6、研究过程···············································································3 正 文······················································································4 1、目前，课前预习大体存在以下几种现状········································4 1.1课前预习放课堂·····································································4 1.2课前预习一刀切·····································································5 1.3课前预习无检查·····································································5 2、提高数学课堂的有效策略···························································5 2.1创建“以优领先”的学习小组，为有效学习创造条件······················5 2.2精心设计形式多样的预习内容···················································5 2.3教给学生课前预习方法····························································6 2.4重视课前预习检查··································································7 结 论 ················································································