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情境教学真正作为一个研究问题被确立,应始于上世纪90年代李吉林老师的“情境教学”研究。李老师的“情境教学”可以说是中小学教学改革中的一朵奇葩,为中小学教学的有效性开辟了一条新路。多年来,笔者一直深受李吉林老师“情境教学”的启示与影响,在小学数学方面从事着情境教学的改革与实践。实践经验告诉我们,小学生要想对数学学习有兴趣,教师务必在教学过程中创设有效情境,使学生在喜闻乐见的教学情境中愉悦学习,从而提高学生思维能力。
Situational teaching is really established as a research question, which should start with the research of “situational teaching” by Li Jilin in the 90s of last century. Li’s “situational teaching” can be described as a wonderful work in the reform of primary and secondary education, opening up a new path for the effectiveness of primary and secondary education. Over the years, the author has been deeply inspired and influenced by Li Jilin teacher “situational teaching”, engaged in the reform and practice of situational teaching in elementary mathematics. Practical experience tells us that if pupils are interested in mathematics learning, teachers should create effective situations in the teaching process so that students can enjoy their learning in the loved-to-be-loved teaching situations so as to improve their thinking ability.