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Comparative analysis of two practice


Cone size and its high-end and on. Making the inquiry more targeted: to adopt a panda bamboo shoots situation by design. Aroused the interest of students, to stimulate the enthusiasm of students to solve the problem. And let students feel math from life but two of the experiment was significantly different design ideas. Students practice the emotional investment, the depth of thinking and the actual effects are also significant differences in segment one. Teachers to produce other high-end of the first cylinder and a cone each. They allow students to guess what the relationship between the size. Then the teacher shows the volume under the cone is found in other high-end one-third of cylinder volume. Then allow students to verify Gong indole. The process may seem natural and orderly. Students also experienced _r} only known case of 1: You can give a prospective double-digit favorite. Why? Health ①: This is five ten and nine one consisting of: my grandmother is 59 years old, another year is the 60th birthday of her students ②: , '. This day is also the National Liberation Army of the program, students ③: my seat is Student teacher pulled out a clear favorite when the draw. The moment you what to do? Health ①: I call time is (Teacher: The formation process and export the volume of cone formula, but the cylinder and the cone is the relationship between the size of F found in the teacher demonstration,ed hardy canada, students lack the experience and real experience of operating activities, students verify the teacher's request is stored carried out. Neizhi London handsome lack of attention to the needs of students, the students did not really emotional investment in so-called experience can only be formal. operating activities will be impossible to achieve the desired depth of the teachers of the experimental material is content to let the students by operating the verification conclusions different students have not experienced the end of the cylinder and the cone of different high-volume compared to obtain the conclusions did not reflect the student's active construction of fragment II seemingly haphazard experiments towel, students increased on the experimental conditions of access to information to identify and judge the two sets of experimental materials representative. there are differences with. differences in seeking the same, the students through observation,ed hardy uk, operation, more , cooperation,air jordan high heels, and other general process leaves], was f the cone is the size of other high-end per cylinder volume = i often see . is not Health ③: I call time is I was up late f the class laughs). Case 3: Also enable students to talk the language of these numbers have special meaning Math Here the At the same time. Practical ability of students to promote awareness of the development and evaluation. Experiment with the exploration, autonomy,Beats By Dre Studio, students learn to think in doubt,true religion outlet, the law found in the comparison. Students not only know the conclusion. And to clarify the origin of the conclusions. Learned to solve the problem. Applications will not occur ignore Exchange in the report, the student's language skills have been tempered. Thinking skills have been developed. Team has been played. Short. Fragment of an experimental focus on the verification conclusions. Fragment two experiments focus on exploring practical conclusions that. Student's enthusiasm, intelligence activities, the depth of knowledge to grasp the extent, higher than the fragment a fragment ■ We must keep in mind. Practical activities for students to acquire knowledge, develop capacity, develop a positive emotional attitude service. According to the characteristics and the student's actual knowledge. Be carefully designed. To effectively guide students to explore. Search for the depth and value of practical activities. priman / SchoolTeachingResearch finished primary school teaching studies. ···--。 *. -··------··。 -. -. __. -----。 _36
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