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计算教学是小学数学中的重要内容,也是发展小学生数学思维能力的重要载体。《数学课程标准》强调要重视算法的多样化,笔者认为,算法的多样化只是小学生群体面临新问题时思维的自然反应和初步状态,它和算法的优化、自动化(熟练化)一起,标志着儿童计算能力产生、发展和形成的三个不同阶段,同时它们也是儿童数学思维能力逐步发展的一个过程。一、算法多样化是学生群体面对新颖数学问题自主探究
Computational teaching is an important part of primary school mathematics and also an important carrier for developing primary school students’ mathematical thinking ability. The standard of mathematics curriculum emphasizes to pay attention to the diversity of algorithms. In my opinion, the diversification of algorithms is only the natural reaction and initial state of thinking when the pupil group faces new problems. Together with the algorithm optimization and automation (proficiency), it marks Children’s computing power generation, development and formation of three different stages, at the same time they are also children’s mathematical thinking ability to gradually develop a process. First, the algorithm diversity is the student population in the face of the new mathematical problems of independent inquiry