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小学数学教学大纲明确提出:通过教学使儿童“具有初步的逻辑思维能力和空间观念’。小学时期儿童心理发展的特点是:对新奇、具体的事物感兴趣,感知事物的目的性不明确,无意性和情绪化比较明显,对事物的主要与次要特点往往分辨不清,注意力不够稳定,很难长时间把注意力集中到同一学习活动动上,善于记忆具体事实,而不善于记忆抽象的内容。结合以上特点,教学中应做到: 一、引导学生由形象思维向抽象思维的过渡。儿童的认识规律通常是:从直接感知——表象——概念——概念系统。要让学生掌握抽象的数学知识,必须凭借事物的具体形象进行联想。教师要善于做好由具体形象思维向抽象思维过渡的引导工作。对于概念的出现,法则的引出,公式的推导,必须依据儿童的思维特点进行教学。如在进行三角形面积计算的教学时,应注意从学生的思维特点出发,将三角形的面积计算方法与以前学过的平行四边形、正方形、长方形的面积计算方法相沟通,使学生透过现象看本质,正确地全面理解和掌握知识。出示下图:
Primary school mathematics syllabus made it clear: by teaching children to “have the initial logical thinking ability and space concept.” The characteristics of children's psychological development in primary school are: novelty, specific things are interested, the purpose of perception of things is not clear, no intention Sexual and emotional is obvious, the main and secondary features of things are often indistinguishable, attention is not stable enough, it is difficult for a long time to focus on the same learning activities, good at remembering specific facts, but not good at memory abstraction .In combination of the above characteristics, teaching should be done: First, to guide students from the image of thinking to the transition of abstract thinking.Children's understanding of the law is usually: from the direct perception - appearance - the concept of conceptual system .To make students To grasp the abstract mathematical knowledge, we must associate with the specific image of things.Teachers should be good at guiding the transition from concrete imagery to abstract thinking.For the appearance of the concept, the derivation of the law and the derivation of the formula must be based on the thinking of children Characteristics of teaching, such as teaching in the calculation of the area of the triangle, attention should be paid from the students' thinking characteristics Hair, the area of the triangle and parallel computing method previously learned, squares, rectangles with area calculation method of communication, so that students look beyond the surface, correctly and comprehensively understand and master the knowledge to produce the following figure: