诊断·分层·导学——建构小学数学生本课堂的策略思考_OpenScirbe Publishing

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诊断·分层·导学——建构小学数学生本课堂的策略思考

Author(s)：
樊腊梅

Publication Title：

Wen Yuan (Primary School Edition) 2020 No.05

Affiliations：
吉林省长春市农安县前岗乡中心小学吉林农安 130200

Abstract：
随着课程改革的不断深入,小学数学的教学也从以传统知识为本位转移到以学生为本位的生本课堂.新课标也要求教师在教学的过程中以学生为中心,从学生的角度入手,来对教学的内容进行设计.[1]通过对数学知识进行诊断,对学生进行分层,从而引导学生主动对知识进行学习,使学生能够在小学阶段达到一个数学学习的坚实基础,帮助学生在自己的水平上,尽可能的掌握更多的数学知识,从而促进学生的可持续发展.本文立足于诊断、分层、导学的教学方式,致力于为学生打造出适合其发展的小学数学生本课堂.

Keywords：
诊断·分层·导学;小学数学;生本课堂

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[1] 樊腊梅.诊断·分层·导学——建构小学数学生本课堂的策略思考[J].Wen Yuan (Primary School Edition),2020(05),.

文渊(小学版)

Wen Yuan (Primary School Edition)

Language: 中文

CN：11-9274/G

ISSN：2096-6261

Publication Frequency: 月刊

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