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操作活动在幼儿的数学教育中已被普遍认为是一种有效的手段。的确,动手操作不但能让幼儿主动获得数学感性经验,调动幼儿的学习兴趣,培养良好的学习习惯,而且对于促进幼儿逻辑思维的发展具有其他数学方法所无法替代的作用。目前,这种方法已得到广泛运用。然而,怎样在幼儿通过操作建立数学知识结构的同时,使其逻辑思维能力获得最大限度的发展,这仍是一个值得探索的问题。以下是我对有关问题的几点看法。一、明确操作的实质动手操作的实质是什么?对这一问题的理解会直接影响教师组织活动的效果。数学教育中的操作不同于一般的操作,其实质在于幼儿利用材料进行动手操作来主动探索和发现其物体间的数
Operational activity has generally been recognized as an effective tool in early childhood mathematics education. Indeed, hands-on exercises not only enable young children to take the initiative to obtain mathematical sensibility experience, to mobilize children’s interest in learning and develop good study habits, but also to promote the development of children’s logical thinking with other mathematical methods can not be replaced role. At present, this method has been widely used. However, it is still an issue that needs to be explored when children develop their mathematical thinking structure through operations and at the same time maximize their logical thinking ability. Here are my thoughts on the issue. First, the essence of a clear operation What is the essence of hands-on operation? Understanding of this issue will have a direct impact on the effectiveness of teachers’ organizational activities. The operation of mathematics education is different from the general operation, the essence of which is that children use materials to do hands-on activities to actively explore and discover the number of objects