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所谓探究,亦称发现学习,是学生在学习情境中通过观察、阅读、发现问题、集数据,形成解释,获得答案,并进行交流、检验、探究性学习。如何在小学数学教学中创设情境,培养学生探究意识呢?笔者谈几点体会。一、创设故事情境,诱发探究动机《义务教育数学课程标准》指出:“在教学过程中,我们首先需要做的是让孩子们愿意亲近数学,了解数学,喜欢数学,从而主动地从事数学学习。内容的呈现应采用不同的表达方法,以满足多样化的学习需求。”小学生爱听故事,根据学生的这一心理特点,在教学中可以根据教学内容、教学环境的具体情况把知识寓于一个个美丽的故事之中,使故事成为学习内容的载体。例如:教学苏教版六年级《解决问题的策略——替换》,可以用故事导入,从而
The so-called inquiry, also known as the discovery of learning, is students in the learning context by observing, reading, finding problems, data collection, interpretation, access to answers, and exchange, testing, inquiry learning. How to create situations in elementary mathematics teaching and to cultivate students’ inquiry consciousness? First, the creation of the story to induce motivation to explore “compulsory education mathematics curriculum standards” pointed out: “In the teaching process, we first need to do is allow children willing to get close to mathematics, mathematics, like math, and thus take the initiative to engage in math learning . Content should be presented in different ways to meet diverse learning needs. ”Pupils love to listen to stories, according to the psychological characteristics of students in teaching can be based on teaching content, teaching environment, the specific circumstances of the A beautiful story, make the story a learning content carrier. For example: Teaching Sujiao version sixth grade “problem-solving strategy - replace”, you can use the story into, and thus