Problem-solving strategies Lessons

the content of my teaching the next volume of the ninth five-year strategy to solve the problem unit - presumably the first class way around.

said materials:

this unit the students have learned in the drawing and list of strategies used to solve the problem based on the teaching of Typically, a number of known or things in accordance with the specific methods and steps to develop, change the result, but also back to its initial state, it is suitable to use

syllabus and course content,Discount UGG boots, and according to our students and the teaching I think this class should do the following:

1, so that students learn to use

2, so that students in solving practical problems in the ongoing process of reflection, the experience,

3, to enable students to further accumulation of experience in problem solving, problem-solving strategy of awareness, access to successful problem-solving experience, increase confidence in learning mathematics.

focus of this class: order reversed order and then extract the conditions speculate

this class of difficulty: to enable students to appreciate the value of reduction strategies, and active use of reduction strategies to solve the corresponding problem.

The key lesson: The more students understand the reverse should presumably push backwards,cheap UGG boots, after first pushing down what happened.

I think the lesson is worth noting in the materials handling and explore the question: Example 2 conditions of order in what form the best interests of students to present the most problem-solving skills help students to grasp.

that teaching methods:

this lesson I show reproduction by courseware specific life situations to stimulate students to think, through the look, think, fill a fill in, calculate, speak, students learn to use the initial In the teaching process, I strive to reflect the autonomy and teachers to guide students to the principle of combining, through the students independent research, to master I think that the principle of autonomy is conducive to student teaching thinking ability, giving full play to the students initiative, change is nice for the active learning, classroom, students positive mental and physical, moving mouth, hands-on is I want expect to achieve. The class uses multi-media teaching methods, seek the help of multimedia and traditional media combined with the means to save time, breaking through the difficulties and improve efficiency.

that study of law

students self-conscious exploration of the theme from the reading problems learning to read silently, to teach students to learn through observation, analysis, summarized in understanding paid attention to the students of non-intellectual factors, stimulate the enthusiasm of students.

combination of the material changes, said the process of teaching: I am prepared

into two components: one, that positive and negative words, such as white (snow), I think you (you think I am),UGG shoes, initially perceived positive and negative. 2, according to the school to return home from the hospital in Nanjing Xiao-line,UGGs, questions: the teacher knows how to return to hospital from home school to do? Home by that route, so that students understand

Teaching Example 1, let me start of the fifth-grade students from each class conducted a survey of individual, that fifth-grade students for this subject has been I do. That For A, B and two latitude pour drinks, I was the first observation of students is not fair, then how fair? Reflect the present as many cups of juice. Allow students to imagine restore the original experience of the respective number of milliliters of the two glasses of juice how to think. Then students have the operation under the combined flow chart of the book fill out a form and talking about how each data like that? Fill out forms for students to combine table columns calculated, and asked the meaning of each step formula that, after the summary. For the books idea is to provide students with a large number of sensing strategies based on the summary again. So I Summary of the design is this: This question is in the completion of projects, you start thinking or operator of? How can two glasses of juice each of the original estimated number of ml? This summary can help students straighten out again, thinking, grasp the solution to a reduction of the problem.

exercises I designed the understanding: Add to less variable, variable by their home, take a number of variables divided by a number of variables divided by a number by a number. The second is to allow students to review the relevant order, especially to solve Xiaojun brought money spent to buy a basketball half and half how to organize the problem. And third, the difficulty is that this lesson is mainly for students to understand the I believe that the students have thought finishing, we can solve the problem. So I let the students discuss the Students understand the basis of the order, calculated columns.