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“数学课标”(2011年版)在课程目标中对每个学段的估算教学作了具体描述。第一学段:在生活情境中感受大数的意义,并能进行估计;能结合具体情境进行估算,并解释估算的过程;第二学段:结合现实情境感受大数的意义,并能进行估计;在解决具体问题的过程中,能选择合适的估算方法,养成估算的习惯等等。在教学建议中还特别强调“教师要不失时机地培养学生的估算意识和初步的估算技能”。那么,现在小学生的估算意识如何?在具体的估算情境中他们有哪些虚假
Mathematics Lesson Criteria (2011 Edition) provides a detailed description of the estimation of each segment in the course objectives. The first semester: in the context of life feel the significance of large numbers, and can make estimates; can be combined with the specific situation to estimate and explain the estimation process; second semester: combined with the actual situation to experience the significance of large numbers, and can Estimation; in the process of solving specific problems, we can choose the appropriate estimation method, to develop estimates of habits and so on. Special emphasis in the teaching recommendations “Teachers should seize the opportunity to develop students' assessment of consciousness and preliminary estimation skills ”. So, what is the primary school student's estimation consciousness now? What falseities are they in the specific estimation situation?