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“一个不能全面发展的素质教育,不可能孕育着巨大的创造力。”如何在数学课堂中开展创造教育?笔者就苏教版六年级数学上册《解决问题策略》中的假设法的教学,谈一下自己对创造教育的肤浅认识。一、激发创造的动机《数学课程标准》中指出:“数学教学活动,特别是课堂教学应激发学生的兴趣,调动学生的积极性,引发学生的数学思考,鼓励学生的创造性思维,要注意培养学生良好的数学学习习惯,使学生掌握恰当的数学学习方法。”学生对某个数学问题感兴趣就会使大脑处于最活跃的状态,自觉地将注意力集中在这个问题上。要培养学生的创造能力,就必须让学生感到对问题的迫切需要和浓厚的兴趣。我在教学假设法家具问题策略是:首先从课本中的“你知道吗”——“鸡兔共笼问题”激发学生的学习动机。然
“A quality education that can not be fully developed, can not conceive a huge creativity. ” How to carry out creative education in mathematics classroom? Author of the sixth edition of the Sujiao version of mathematics “problem-solving strategy” in the teaching of hypothetical law Talk about your superficial understanding of creating education. First, motivation to stimulate the creation of “Mathematics Curriculum Standard” pointed out: “Mathematics teaching activities, especially classroom teaching should stimulate student interest, mobilize the enthusiasm of students, triggering students ’mathematical thinking, to encourage students’ creative thinking, we should pay attention to training Students have good math learning habits that enable students to master proper math learning. ”Students interested in a math problem can put the brain in the most active state and consciously focus on this issue. To cultivate students’ creative ability, we must make students feel the urgent need and intense interest in the problem. My teaching hypothetical law furniture problem strategy is: First of all from the textbook “Do you know?” - “chicken rabbit cage problem ” to stimulate students’ motivation to learn. Of course