Published at Saturday, September 05th 2020. by Bailee Schneider in математика класс.
Ispol zuyte standartnuyu kolodu kart (Tuz-Korol). Sygrayte v lyubuyu traditsionnuyu kartochnuyu igru, no zastavte uchenika chto-nibud delat s chislami. Yesli eto igra so sbrosom, oni dobavlyayut ili umnozhayut sbroshennuyu kartu na uzhe imeyushchuyusya. Yesli eto tot, gde vy stavite tri odinakovykh ili tri v posledovatel nosti vniz, vam nuzhno chto-to sdelat s nimi, slozhit vse, slozhit pervyye dva, vychest sleduyushcheye. Nazovite vse faktory, ispolzuya chisla i tak daleye. Ispolzuyte standartnuyu kolodu (tolko A-9) dlya opredeleniya stoimosti. U nikh yest svoi kolody kart, pozvonite po nomeru, posmotrite, skolko vremeni im potrebuyetsya, chtoby nayti chisla i poluchit ikh v pravilnom poryadke. Karty lits mogut byt zapyatymi.
Vidite li, vash razum nastol ko silen, chto kazhetsya, budto vy mozhete, sobytiya proizoydut v vashu pol zu, i yesli u vas yest nastoychivost i reshimost , vy budete userdno rabotat , poka eti tseli i mechty ne osushchestvyatsya. Net nichego, chto moglo by ostanovit chelovecheskiy razum, nastroyennyy na vypolneniye ili dostizheniye opredelennoy zadachi. Nevazhno, uchitsya li on v shkole, pobezhdayet v sporte, delayet kar yeru ili imeyet luchshuyu sem yu. Postoyannyy uspekh v vashem klasse matematiki, deystvitel no, ya nadeyus , chto vy, pozhaluysta, rassmotrite vse eto i zadumayetes nad etim. Udachnogo vam dnya - eto obyazatel no!
Poymite, chto naiboleye vazhnoye znacheniye formul sostoit v tom, chto oni konstatiruyut otnosheniya, kotoryye sushchestvuyut vsegda - VSEGDA ISTINNY. Eto oznachayet, chto oni VSEGDA mogut pomoch vam! Odnako, chtoby formuly pomogli vam, oni dolzhny imet dlya vas znacheniye. Vychislitelnyye formuly trebuyut znachitelno bolshe usiliy dlya sozdaniya etogo znacheniya. My podrobno obsudim eto v № 3. Zapominayte formuly po mere ikh poyavleniya. Vy mozhete sdelat domashneye zadaniye, prosto vzglyanuv na formulu, no ne zhdite nochi pered ekzamenom, chtoby popytatsya zapomnit mnogiye formuly. Rabota s formulami po mere ikh postupleniya i nemedlennoye sokhraneniye ikh v dolgovremennoy pamyati garantiruyet, chto eta informatsiya budet usvoyena navsegda, a ne tolko dlya testa.
Konechno, potrebuyetsya real noye uchastiye uchiteley, ne govorya uzhe o nebolshom kolichestve prob i oshibok, chtoby vyyasnit, kakova na samom dele ploshchad etikh chisel, no, kak tolko nekotoryy diapazon ustanovlen, kazhetsya, chto eto mozhet byt khoroshim sposobom sdelat uveren, chto studenty mogut uznat kak mozhno bolshe, ne buduchi peregruzhennymi. Takim obrazom, oni mogut izvlech kak mozhno bolshe polzy ot svoyego vremeni v klasse, a potrachennyye vpustuyu usiliya mogut byt svedeny k minimumu kak so storony uchitelya, tak i so storony uchenika.
Itak, k kakomu optimal nomu balansu dolzhny stremitsya uchitelya pri obuchenii studentov? Na etot vopros budut raznyye otvety v zavisimosti ot izuchayemogo predmeta, poetomu davayte nemnogo suzim krug voprosov. Kakov pravilnyy balans dlya prepodavaniya matematiki starsheklassnikam i kak uznat, slishkom li legkiye uroki ili slishkom slozhnyye? Naskolko prodvinutoy dolzhna byt matematika v starshey shkole? Pri popytke otvetit na etot vopros proshche nachat s matematiki, potomu chto matematika gorazdo boleye poddayotsya kolichestvennoy otsenke, chem drugiye predmety. Khotya byvayet slozhno opredelit, deystvitelno li uchenik znakom s opredelennoy oblastyu istorii i, sledovatelno, dolzhen li on pereyti na sleduyushchiy naiboleye slozhnyy uroven, kogda delo dokhodit do matematiki, nuzhno prosto predstavit ucheniku seriyu problem v etoy oblasti matematiki. Yesli uchenik umeyet pravilno otvetit, znachit, on znayet material. Eto dovolno otkrytaya i zakrytaya situatsiya, kotoraya pozvolyayet legko reshit, nuzhno li studentu prodolzhit rabotu ili nuzhno bolshe vremeni udelyat tekushchey teme.
Veroyatno, luchshiy sposob ubeditsya, chto klass idet v nogu s tem, chto on izuchayet, - eto ustanovit bazovyy protsent dlya klassa, kotoryy idet v nogu s materialom, i togo, kotoryy ne uspevayet, i togo, kotoryy tozhe legko provesti vremya s nim. Naprimer, yesli klass v tselom pravilno otvechayet po krayney mere na 70% voprosov, kotoryye im zadayut, uchitel mozhet reshit, chto eto oznachayet, chto oni znayut material. Kak tolko oni naberut bolshe, chem, skazhem, 90% pravilnykh otvetov, uchitel mozhet reshit, chto eto oznachayet, chto on poluchayet dostatochno, chtoby oni mogli pereyti k sleduyushchey teme. Eto budet oznachat, chto klass ot 70% do 90% popadayet v tsel, klass nizhe 70% dolzhen zamedlitsya i peresmotret, a klass vyshe 90% gotov dvigatsya dalshe.
Kogda my obuchayem studentov, vsegda neobkhodimo soblyudat ochen tshchatelnyy balans. S odnoy storony, vy khotite ubeditsya, chto uchashchiyesya mogut uznat kak mozhno bolshe. Drugimi slovami, vy khotite, chtoby u nikh byla vozmozhnost uznat kak mozhno bolshe, ne vygoraya, ne teryaya interesa, ne peregruzhaya i tak daleye. Eto oznachayet, chto vy pytayetes umestit v uchebnyy plan stolko informatsii, skolko, po vashemu mneniyu, oni mogut obrabotat, no vy ostanavlivayetes pered tem, chto bylo by prosto peregruzkoy. S drugoy storony, vy ne dolzhny byt slishkom ostorozhny s peregruzkoy studentov, potomu chto vy mozhete okazatsya na drugom kontse etogo khrupkogo balansa. Yesli vy slishkom bespokoites o peregruzke uchashchikhsya, vy mozhete stolknutsya s situatsiyey, kogda oni nedostatochno stimulirovany i prosto teryayut vremya v klasse.
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