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我在教学中注意挖掘教材中所蕴藏的辨证思维因素,使学生受到辨证唯物主义观点的启蒙教育。下面是在“1和2的认识”教学中,渗透辨证唯物主义思想的一些做法。一、把认识数1和“多”联系起来。学龄前儿童接触到、认识到的数1都是单个的。现行教材内容对数1的揭示:“1个学生”“1张桌子”“1个书包”……也只是从单个1去认识,我教学数1的认识时,联系生活中实际例子‘一个同学、一组同学、一班同学、一只鸭、一群鸭、一只蚂蚁、一粒米、一列火车、一个地球、……都可以用数1表示。使学生用辨证的观点认识,数1不仅表示单个物体,也可以表示一群物体;数1不仅表示“很少”“很小”也可以表示“很多”“很大”。如,一
In my teaching, I paid attention to excavating the dialectical thinking factors contained in the textbooks so that the students can be educated by dialectical materialism. The following are some of the practices that infiltrate the dialectical materialism in the teaching of “Understanding 1 and 2.” First, to know the number of 1 and “more” linked. Preschoolers come into contact with the number 1 recognized as a single one. The current teaching material revealed the logarithm of 1: “1 student” “1 table” “1 school bag” ... just to understand from a single 1, I teach a few knowledge, the actual example of contact life 'a classmate A group of classmates, a class of students, a duck, a group of ducks, an ant, a grain of rice, a train, a globe, ... can all be represented by a number of 1. To enable students to use dialectical point of view, the number 1 not only represents a single object can also represent a group of objects; number 1 not only means “very little” “very small” can also mean “many” “very large.” For example, one