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数学教材是数学知识的重要载体,是教师进行教学的重要资源,也是学生学习的主要材料。建构主义理论认为,学习不是知识由教师向学生的机械传递,而是学生主动建构自己知识的过程。因此,我们在数学教学时既要尊重教材,又不能拘泥于教材。要根据学生的认知发展水平、已有知识经验、所处的文化环境、家庭背景及思维状况对教材进行适当加工整合,使教材内容能顺着学生的需要合理地呈现在学生面前。
Mathematics textbook is an important carrier of mathematical knowledge, is an important resource for teaching teachers, but also the main material for student learning. Constructivism theory holds that learning is not the transfer of knowledge from the teacher to the student, but rather the process by which students construct their own knowledge. Therefore, we must respect teaching materials in mathematics teaching, but also can not rigidly adhere to teaching materials. According to the level of cognitive development of students, the existing knowledge and experience, the cultural environment, family background and thinking status of the appropriate processing and integration of teaching materials, teaching materials can be reasonably presented to students in accordance with the needs of students.