论文部分内容阅读
数学知识的获得,数学思想方法的掌握,都离不开学习主体的数学思维参与,而学习效果的好坏,在很大程度上又取决于学习主体在数学学习活动中思维的参与深度。本文以低年级数学教学为例进行探讨。学生参与是指学生在课堂教学和学习过程中的心理活动方式或行为表现,是有效实现课堂和课程目标的一个要素。在实际的课堂教学中,我们往往注重知识与技能目标的达成,忽略学生的参与程度与层次,忽略学生学习中的不投入(不介入问题的思考,靠记忆应付作业)、伪投入(不破坏纪
The acquisition of mathematical knowledge and the mastery of mathematical thinking methods are inseparable from the participation of the main body of mathematical thinking, and the quality of the learning results depends to a large extent on the participation of the main body of thinking in mathematical activities. In this paper, the lower mathematics teaching as an example to explore. Student participation refers to students’ behavior or behavior in the process of classroom teaching and learning, and is an effective element of achieving classroom and curriculum goals. In the actual classroom teaching, we often focus on the achievement of the goal of knowledge and skills, ignoring the degree and level of student participation, ignoring the non-involvement of students in learning (not involved in thinking, work on memory), pseudo-investment discipline