论文部分内容阅读
教材中的例题是教师创设教学情境的基本参考,而例题能否有效地凸显数学知识的本质特征、能否成为点燃学生思维的火种,将直接决定学生的学习效果。因此,教师对此要有一定的辨析和改造能力。人教版四年级上册“数学广角”单元中有三个例题,分别为烙饼、泡茶和排队问题,以生活中常见的事例为原型传递关于统筹、运筹以及优化的数学思想,但是教材中三道例题的教学引发了不同质的学习困难:“烙饼问题”的学习困难来自策略背后的思维难度,特别是不同饼数的计算方法;“泡茶问题”的大部分解题错误来自学生对生活经验的个体差异,这两种学习困难的责任都不在于例题,而在于如何完善教法和学法、如何丰富学生的经验。但是,学生在“排队问题”的学习过程中所透露出
The examples in the textbook are the basic references for the teacher to create the teaching situation. However, whether the examples can effectively highlight the essential characteristics of mathematical knowledge can become the type of igniting students’ thinking and will directly determine the learning effect of the students. Therefore, teachers should have some discrimination and transformation capabilities. There are three examples in the fourth grade of the PEP, the “Mathematics Wide Angle” unit. They are pancakes, tea making and queuing. They use the common examples in life as the prototype to convey the mathematical ideas of co-ordination, operational planning and optimization. However, The teaching of the three cases leads to different qualitative learning difficulties: the learning difficulty of “pancake problem” comes from the difficulty of thinking behind the strategy, especially the calculation method of different pie numbers; and most problems of “brewing tea problem” The mistake comes from the students ’individual differences in life experiences. Both of these learning difficulties lie not in the examples but in how to improve the teaching and learning methods and how to enrich the students’ experiences. However, the students in the “queuing problems ” learning process revealed