课堂教学四导向——《小数的意义》教学例谈
好课有四个共性:儿童立场,逻辑视角,有机整合,思维拓展.作为一节数概念构建的序列课,教师在教学《小数的意义》时往往难以把握"度".围绕"四个导向"进行教学,能让困惑迎刃而解,为精准打造生本课堂服务.
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| Veröffentlicht in: | 教学月刊·小学版 2021-03 (8), p.45-48 |
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| creator | 林巍 |
| description | 好课有四个共性:儿童立场,逻辑视角,有机整合,思维拓展.作为一节数概念构建的序列课,教师在教学《小数的意义》时往往难以把握"度".围绕"四个导向"进行教学,能让困惑迎刃而解,为精准打造生本课堂服务. |
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| ispartof | 教学月刊·小学版, 2021-03 (8), p.45-48 |
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| language | chi |
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| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 课堂教学四导向——《小数的意义》教学例谈 |
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