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“课标”指出,义务教育阶段数学课程的设计,应充分考虑本阶段学生数学学习的特点,符合学生的认知规律和心理特征,有利于激发学生的数学兴趣,引发学生的数学思考;充分考虑数学本身的特点,体现数学实质;在呈现作为知识与技能的数学结果的同时,重视学生已有的经验,使学生体验从实际背景中抽象出数学问题、构建数学模型、解决问题的过程.在具体教学设计的实施中,章建跃博士解释为四个理解,即:理解数学、理解学生、理解教学、理解技术(其
“Curriculum Standard ” pointed out that the compulsory education phase of mathematics curriculum design, students should take full account of the characteristics of mathematical learning, in line with the cognitive rules and psychological characteristics of students, is conducive to stimulating students ’mathematical interest, triggering students’ mathematical thinking ; Take full account of the characteristics of mathematics itself, embodies the essence of mathematics; present mathematical knowledge as a result of knowledge and skills, while emphasizing the students’ existing experience so that students experience abstraction from the actual background of mathematical problems, building mathematical models and solving problems Process in the implementation of specific instructional design, Dr. Zhang Jiangyue explained as four understandings, namely: understanding mathematics, understanding of students, understanding of teaching, understanding of technology