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数学是理性的、抽象的,需要冷静思考、认真练习。而低年级的学生天性好动、爱玩,思维以形象思维为主。如何突破这一矛盾呢?教师一致认为可以将游戏引入低年级数学课堂。但是在教学实践中,教师往往只是把游戏作为填充时间的手段,对于游戏的安排缺乏清晰的目标或挑战、缺少学生的参与、缺乏管理或缺乏拓展的意图等。如何将游戏引入低年级数学课堂,让每一个学生自然成长和发展是我们需要研究的重要课题。一、第一次实践:游戏活动与学生发展
Mathematics is rational, abstract, need calm thinking, serious practice. The students in lower grades are naturally active, playful, and think primarily of imagery. How to break through this contradiction? Teachers agreed that the game can be introduced to the lower grades of mathematics classroom. However, in teaching practice, teachers tend to use the game merely as a means of filling time, lack of clear goals or challenges in the arrangement of the game, lack of student participation, lack of management or lack of expansion. How to introduce the game into lower mathematics classroom and make every student grow and develop naturally is an important subject that we need to study. First, the first practice: the game activities and student development