New Curriculum on to talk about the mathematics teaching self-exploration-毕业论文翻译.doc

1New Curriculum on to talk about the mathematics teaching self-exploration(Thesis net new curriculum adapt to the times, advocates of classroom teaching, learning diversity. To explore their own learning, teaching and learning as a dynamic process, it highlights the independent study, subject participation, cooperation and exchange, interaction promoted, exploration and innovation, the main development it has undergone independent ━ ━ exploration, cooperation ━ ━ explore the two processes, and ultimately return to their own ━ ━ explore a new round of teaching process, aimed at self-exploration by the students of teachers corresponding activities caused by The corresponding activities are causing teachers to explore students’ sexual activity, dynamically and creatively complete the learning task. For years, I have to seriously study and consider, in junior high school mathematics teaching and actively explore and practice, and achieved good results. First, self-exploration with a value of emotional material, the creation of a good problem situation Problem situation is to promote student cognitive structure 2to build a good driving force, is the experience of mathematical applications, an important measure to foster the spirit of innovation. The creation of problem situation, should take full advantage of the value of self-exploration with a vivid and intuitive, inspiring emotional material, good use of visual presentation, experimental exploration, multimedia technology, interesting examples, and other means, and flexible use of conjecture, analogy, stories, games, etc. way, the abstract issues concrete, profound truth visualization, knowledge and taste of dry, for the students to identify problems and explore issues and create the conditions. In teaching rational multiplication rule, I use ant on the line crawling, design of teaching situations, with a few axes to enable students to understand the rational meaning of multiplication, the number and shape-stabilized combination of students in the vivid context of an active imagination ant position, the students of the original some experience of life based on the construction of new knowledge. take full advantage of the problem situation and the positive and negative numbers expressed four cases, so 3that students from the vivid image of the movement to get the rational numbers multiplied by two specific results, visualize the abstract problem, in line with cognitive characteristics of students. Second, to guide the students hands-on practice, self-exploration and cooperation exchange The new curriculum requires the teaching of mathematics is a prominent feature of the psychology of learning mathematics to follow the law, stressing that the students have the life experience to enable students to issues and away from personal experience to practical problems into a mathematical model of the abstract ‘doing mathematics’ process and context of the above problems is to allow students to explore personal experience from starting the process instance, and step by step to summarize the general rule, the whole process for students to think for themselves, their own hands, fully discussed, as are free to express their views improve the students to explore the extent of students to observe, experiment, speculation, validation, and other mathematical reasoning and communication activities, and gradually form their own 4understanding of mathematical knowledge and effective learning strategies. 1 to give students enough space for activities, hands-on, self-involved In teaching, teachers should give students enough space for activities, hands-on, active participation in learning of the whole process. Teaching in the first place Forks, based on the process, emphasizing the migration so that the students themselves with the old knowledge to explore new knowledge, to explore ways in Try to get insight, when students are learning to realize not explain in words, teachers should be timely coaching to help students to understand that the method will in practice be summed to form the regularity of knowledge and practice in the new process to be consolidated. process, special attention should be left to the students enough time to consider the issue, avoid moderation instead of students, allow students to participate in their own, independent analysis to solve the problem. For example, in learning <> time for students to experience the 5discovery of irrational numbers, have realized the need to introduce an irrational number, so that students have a sense of irrational understanding of the nature. (2) to promote independent thinking and self-exploration The teaching process should be provided to students to explore opportunities for them to identify problems on the basis of discussion and problem-solving, for example: I am teaching ‘parallelogram area formula’, the students in the parallelogram into a rectangle after What。