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从目前情况来看,有一个现象应该引起我们的重视,为什么在低年级喜欢数学的儿童很多,而随着年级的增高喜欢数学的学生却越来越少呢。有些教师把数学教学看作是为应付考试而进行的教育,学生仅是为了得出计算结果而学习的。把数学当做是记忆的学问。例如,乘法九九的教学,任何教科书都从同数累加来导入乘法表的组成,而后通过反复背诵加以巩固。这种单由教师教会,学生背诵,按算法求出计算结果……只能发展学生的记忆力。数学不是记忆的学问,而是思考的学问。例如教7的乘法表,可以先用同数累加导入,启发学生用已经学过的知识来解决。8×7,按乘法的意义是七个八,学生可以用8×7=8×2+8×5=16+40=56,思考过
From the current situation, there is a phenomenon that should arouse our attention. Why do children who like maths in the lower grades are a lot more, and those who like maths are getting less and less as their grades increase. Some teachers see math teaching as an education to cope with exams, and students learn just to get results. Mathematics as a memory of learning. For example, multiplication ninety-nine teaching, any textbook from the same number of cumulative to import the composition of the multiplication table, and then through repeated recitation to consolidate. This single by the church teachers, students recite, calculate the results of the algorithm can only develop students’ memory. Mathematics is not a memory of learning, but learning. For example, to teach seven multiplication table, you can use the same number of cumulative import, inspired students to use the knowledge has been learned to solve. 8 × 7, according to the meaning of multiplication is seven eight, students can use 8 × 7 = 8 × 2 +8 × 5 = 16 +40 = 56, thinking too