促进学生推理能力发展的小学数学运算教学策略——以北师大版小学数学教材四年级下册“小数乘法”为例

数的运算重点在于理解算理、掌握算法,感悟数的运算以及运算之间的关系,体会数的运算本质上的一致性,发展运算能力和推理意识。在运算教学中,教师要创设合理的情境,引导学生发现和提出问题,并从这些问题中梳理和聚焦一两个能逼近本节课核心内容的问题。学生通过思考和探究问题,把所得所惑与同伴分享,在分享中得到别人的欣赏和建议,获得成功的体验。经过启思提问,激活课堂;探究发现,智慧分享;模型建构,理解深化;思维拓展,素养提升四个环节的层层递进,能够促进学生推理能力的发展,使学生形成规范化思考问题的品质。

文言文教学的“为何”与“何为”

文言经典是中华民族精神文化的重要组成部分,是用古代书面语言写成的文章,已经形成了相对稳定的语法系统。文言文教学的“为何”,体现在涵养学生的语言素养、增强学生的文化自信、塑造学生的人格魅力三个层面;文言文教学的“为何”,体现在熟读成诵、提问启思、涵泳言语、内化文化四个层面。

Reconsider Confucius＇ enlightening reflection： Implications on heuristic teaching

Western heuristic teaching method was originated from Socrates who initiated the teaching mode of ＂teachers ask, students answer＂. A distinctive feature of this mode was that teachers were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. On the contrary, oriental style of heuristic teaching method based itself on the principle that students put forward their puzzles and then asked the teachers for advice. This paper will reconsider Confucius enlightening reflection and probe into how to develop students＇ ability of thinking by questioning strategies in the heuristic teaching methodology.