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在课堂教学中,虽然强调学以致用,但“纸上谈兵”的现象相当严重。以《买衣服》一课的教学为例,我通过以下活动,培养学生的应用意识:一、让身边数学激发应用兴趣《买衣服》是北师大版二年级数学上册第二单元的一个内容,主要是让学生在具体情境中认识大面额的人民币。作为二年级学生,对于大面额的人民币接触得不多,认识起来是有一定难度的,但他们在生活中或多或少都看见过一些大面额的人民币。教学中,我引导学生回顾了《买文具》一课所学的知识后,启发学生“想一想”:人民币是不是只有这几种面额呢?你们还看见过什么面额的人民币,它们是什么样子的?先自己认真想一想,然后同桌互相说一说。这时,教室里一下活跃起来,学生们争着给同桌讲自己见到过的或是用过的大面额的人民币。几分钟后,教室里安静下来,个个坐得端端正正的,用企盼的眼神盯着老师,这种眼
In class teaching, although it emphasizes learning to be effective, the phenomenon of “talking on paper” is quite serious. Take the teaching of “Buy clothes” as an example, I cultivate students’ sense of application through the following activities: First, letting the mathematics around them stimulate the interest of application “Buy clothes” is a part of the second unit of the second grade math book of Beijing Normal University Edition , Mainly to enable students to recognize the large amount of RMB in specific situations. As a sophomore, I do not know too much about the large denomination of Renminbi. It is somewhat difficult to understand, but they have seen some large denominations of Renminbi in their lives more or less. In teaching, I guided the students to review the knowledge learned in the course of “buying a stationery” and then inspired the students to “think about it”: What is the denomination of RMB? What yuan have you seen What is it like? First seriously think about yourself, and then talk to each other at the same table. At this moment, the classroom was active, and students were vying to give the same table about the large amount of renminbi they had seen or used. A few minutes later, the classroom was quiet, all sit upright, staring at the teacher with a look of hope