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《义务教育数学课程标准(2011年版)》要求更多地从儿童的立场、视角设计课程。站在儿童立场教数学,就要紧贴儿童的心灵层面,以学生的年龄特点、心理特点、认知现状为前提,用儿童的眼光去审视学习的内容,和儿童一道去探索新知识。作为教师,要了解学生在数学学习时的需求是什么,他们喜欢什么样的数学,喜欢什么样的数学学习方式。下面通过案例——两位教师对“图形的放大与缩小”一课的不同教学架构来阐述。
The Compulsory Education Mathematics Curriculum Standard (2011 Edition) calls for more curriculum design from the perspective of children. Standing in the position of children to teach mathematics, we must close to the child’s spiritual level, with the age characteristics of students, psychological characteristics, cognitive status as a precondition, with children’s perspective to examine the content of learning, and children to explore new knowledge. As a teacher, you need to know what your needs are for math, what maths they like, and what maths they like. The following through the case - the two teachers on the “graphic zoom in and out” a different teaching framework to elaborate.