聚焦"调整"经历过程 ——以"解决问题的策略(例2)"的教学为例
G623.5; 解决问题策略的学习关键在于"悟",只有在课堂上让学生充分经历感悟和体验的全过程,才能实现对于策略的"悟".文章以"解决问题的策略(例2)"的教学为例,提出"假设"是引子,其根本是"调整",只有让学生经历从直观到抽象的调整过程,才能助力学生实现思维的进阶....
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| Veröffentlicht in: | 小学教学参考 2022 (29), p.48-50 |
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| container_title | 小学教学参考 |
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| creator | 王建芹 |
| description | G623.5; 解决问题策略的学习关键在于"悟",只有在课堂上让学生充分经历感悟和体验的全过程,才能实现对于策略的"悟".文章以"解决问题的策略(例2)"的教学为例,提出"假设"是引子,其根本是"调整",只有让学生经历从直观到抽象的调整过程,才能助力学生实现思维的进阶. |
| doi_str_mv | 10.3969/j.issn.1007-9068.2022.29.015 |
| format | Article |
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| ispartof | 小学教学参考, 2022 (29), p.48-50 |
| issn | 1007-9068 |
| language | chi |
| recordid | cdi_wanfang_journals_xxjxck202229015 |
| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 聚焦"调整"经历过程 ——以"解决问题的策略(例2)"的教学为例 |
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