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本文是全国知名数学教育专家郑毓信教授针对《新课程教师怎样关注学生》和《美妙的古埃及之旅》两篇文章的点评。这两篇文章是参加“全国义务教育数学课程实验研讨会”获奖的论文,文章通过教师在课堂教学中的实践和体验,体现了小学数学课程改革的精神,而且对广大教师在教学中具有一定的指导作用。从我们编辑的角度看,也是具有新思想、新理念,有一定深度的好文章。但是,郑教授却从另外一个角度由小处着眼,抓住两位教师在课堂教学中非常细微的也是实验区教师感到困惑和在教学中易出问题的地方进行了分析:一个是教师重视学生的个性发展而完全放弃了教学工作所应具有的引导作用……另一个是“情境设置”的主要作用是仅调动学生的积极性还是应当在课程的进一步开展中自始至终发挥一定的导向作用。对于这些问题,郑教授在本刊2003年第5期发表的文章《简论数学课程改革的活动化、生活化与个性化取向》中已从宏观方面就数学课程的生活化与学生个性化问题进行了阐述,而本文则是从两个教学案例进行分析研究,说明了“优良传统的自觉继承与发展事实上也被看成数学课程改革顺利发展的一个必要条件”。
This article is a comment by Professor Zheng Yuxin, a well-known mathematics education expert in the country, on two articles, “How to Pay Attention to Students in New Curriculum Teachers” and “A Wonderful Tour of Ancient Egypt”. These two articles are the winning papers for attending the National Symposium on Mathematics Education in Compulsory Education. Through the practice and experience of teachers in classroom teaching, the article embodies the spirit of reform in elementary mathematics curriculum and has a certain value for teachers in teaching The guiding role. From the perspective of our editors, it is also a good article with new ideas and concepts and a certain depth. However, Professor Zheng from another perspective from a small point of view, to seize the two teachers in the classroom is very subtle, but also experimental area teachers were confused and easy to teach problems where the place was analyzed: one is the teacher attaches importance to students The other is that the main function of “situation setting” is to mobilize only the enthusiasm of students or should play a certain guiding role throughout the further development of the curriculum. For these questions, Professor Zheng in the fifth issue of 2003 issue of the magazine “on the mathematics curriculum reform activity, life and individual orientation” has macroscopically aspects of mathematics curriculum and student personalization But this article analyzes and studies from two teaching cases, which shows that “the conscious inheritance and development of excellent traditions are actually regarded as a necessary condition for the smooth development of mathematics curriculum reform”.