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三节好课带来的“动态想象”【片段一】猜测中“想象”有幸聆听了张齐华老师执教的“圆的认识”.师:我们已经认识了哪些平面图形?思考:要确定一个长方形的大小,至少需要几个数据?追问:要确定一个正方形的大小呢?小结:图形不同,特征就不同,刻画他们所需要的数据个数也不同.师:猜一猜,想一想,要描述作业纸上给定的圆的大小,至少需要几个数据?为什么?学生先自己想一想,然后,再在组内交流自己的想法,
Three good lessons to bring “Dynamic Imagination ” [Fragment one] guess “imagination ” Fortunate enough to listen to Zhang Qihua teacher coaching “Circle recognition ” Teacher: We have known which plane graphics? Thinking: To determine the size of a rectangle, at least a few data? Question: To determine the size of a square? Summary: different graphics, different characteristics, the number of data they need to describe different. Think about how many pieces of data you need to describe the size of a given circle on a job sheet? Why? Students think about themselves first, and then communicate their ideas within the group,