做足“先学”的文章+通向高效的课堂

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1、做足“先学”的文章 通向高效的课堂小学教学参考(综合) 2013年12期高效的数学课堂，既要把新课程所倡导的“自主、合作、探究”的理念落实到位，又要有效提高课堂教学效率和学生的数学学习水平。课堂中，不管教师采用何种教学模式，“先学后教、先生后师、先练后讲”可以说是一条基本共识。关于“先学后教”，教师们似乎对“后教”关注得更多一些。其实，学生“先学”是否有效，直接关系到课堂能否做到高效。只有做足“先学”的文章，才会有“后教”的高效，进而实现高效的课堂。 一、激发兴趣，树立信心，养成习惯 学生获得知识的途径无非两个，或从别人的传授中获得，或从自己的学习中获得。毫无疑问，学生通过自学获得的知识，会有

2、更深切的体验，有更透彻的理解，也会记得更牢。每个人的内心深处都有一种自我实现的愿望，都渴望得到别人的赏识，这是由人性决定的。所以，无论优等生还是后进生，都有自我学习的本能。对于教师而言，就是要千方百计地激发学生的这种自主学习的兴趣和潜能，尤其是后进生。作为教师，我们必须看到，人的能力是有大小的，我们要给不同层次的学生布置不同的自学任务，实施不同的评价标准，让每个人都能成为“先学”的成功者。学生通过“先学”获得新知时，会产生一种愉悦的心情，会体验到一种发自内心的成就感，这对培养学生的学习兴趣和树立学生的信心是很有帮助的。 二、把握时机，指导方法，讲究策略 很多教师反对数学课让学生“先学”，认为如

3、果让学生“先学”，将使学生失去探究新知的新鲜感，使学生对未知世界的求索变成对已知结论的求证。这种认识是片面的，或者说是没有把握好让学生“先学”的时机和内容而带来的后果。其实，我们强调“先学”，并不要求所有的知识都先行自学。对于小学生来说，一些简明易懂的内容、学习新知必备的知识基础和经验，可让他们“先学”。教师要把好这个关，切忌千篇一律，主要应考虑学生的年龄特点和知识水平，正确处理好不同内容的关系，处理好优等生和后进生的关系。例如，在教学长方体和正方体的表面积计算时，表面积的概念和计算方法可让学生共同完成，但这必须建立在学生对长方体各面面积计算比较熟练的基础上。我布置的课前“先学任务”是：找一个

4、长方体盒子，量出长、宽、高，同桌任意指定一个面，迅速口头列出算式，看谁反应快。而正方体的表面积计算方法是在长方体表面积计算方法的基础上得出的，学生很容易理解和接受。在教学时，我让学生通过“先学”，弄清几个思考题：正方体的面有哪些特点？表面积该怎样算？能否用长方体表面积的计算方法来计算正方体的表面积？你是否愿意这样计算，为什么？学生通过自己看书、同桌讨论，很容易获得新知。在自学的同时，我还对不同的学生提出了不同的要求。优等生要知道为什么这样做，后进生只要弄懂怎样做就可以了。 数学教学要按照数学知识的内在联系和学生的认知规律，由已知到未知，由简单到复杂，由具体到抽象。就学生的智能发展来看，培养学生

5、的“先学能力”也要由易到难，由扶到放，逐步形成。教师循序渐进地指导，是培养学生“先学能力”的关键。一开始，教师可以对“先学”内容设计一些自学思考题，让学生按教师的思路学习，并从中掌握自学的方法。 学生“先学”后，教师要及时检查和了解学生的情况。通过信息反馈，使学生或教师及时发现问题，并解决问题。学生在“先学”中，开始还不知道自己的学习方法是对是错，通过练习和自检就能使学生发现自己的不足，从而不断调整“先学”方法，使自学能力不断提高。而教师则可以通过课堂反馈和平时测验来发现问题，进一步指导学生调整自学方法。这里特别要强调的是，对于学生在“先学”过程中出现的不足、偏差，甚至错误，教师要善于包容，更

6、要善于将错误转化为课堂教学的资源，即时调整自己的教学方案，千方百计地保护学生“先学”的积极性，保护学生的自尊心。 三、保证“先学”效果的几个注意点 1.先学后教的思想应贯穿于整个数学学习的过程中，切莫把“先学”狭义地理解为“课前先学”。事实上，凡是能让学生在课中先学的，教师应努力避免前移到课前。一方面是不增加学生的课余负担，另一方面也是为了增加“先学”的效果。因为，课内“先学”优于课外“先学”。 2.要防止出现这样的问题：“导”之无方，“放”之无度，缺乏对学生“先学”活动的监控和指引，导致“先学”处于无序、无效状态，自主变成“自流”；或者给学生提供的导学提纲只是知识点和训练点及习题的堆积（应试

7、教育的反映），缺乏对学习过程和方法的引导，特别是问题的设计和生成。 3.先学后教对学生的“先学”要做到四个明确：明确时间（用几分钟）；明确内容（学习教材的第几页）；明确方法（在自学时要运用什么方法）；明确要求（在自学时要思考哪些问题，准备教师检查）。低年级可以是教师先示范性地带领学生“先学”，高年级再逐步过渡到学生独立自主地“先学”，逐步培养学生的自主学习能力。 总之，有效的“先学”才能带来高效的“后教”。有效“先学”是一个在充分发现并调动学生内在求知动机的前提下的“点火仪式”，并且每次“点火”的方式都随着对象的不同而不同。正因这种神秘的不同，教育才充满了魅力，教育的过程才让人翘首期待。 （责

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