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《义务教育数学课程标准(2011年版)》中明确提出“数学思考”是数学学科教学的目标之一,希望学生“学会独立思考,体会数学的基本思想和思维方式。”“会独立思考问题,表达自己的想法。”一石激起千层浪,学生思考能力的培养成为数学课堂教学关注的重点。但许多人在追求“学生思考”形式呈现的过程中,却缺失了对“思考什么?”、“怎样思考?”、“如何帮助学生养成思考习惯”等深层问题的叩问,因此在一些课堂上就出现了“两多两少”现象:问题多,打“乒乓”式的“你来我往”的小问题占据了大量的学习时间,热闹的背后是学生思维的盲目与割裂;暗示多,问题呈现后,以提供学习帮助为由出现的大量教学具辅助,大大降低了对学生思维的要求,窄化了学生的思考空间;时间少,耐心等待学生独立思考的时间很少,快节奏的“一放一收”让思考环节“走过场”;方法少,由于没有帮助学生在解决问题过程中形成基本的策略方法,因此在面对新问题时,学生往往显得束手无策。
“Compulsory Education Mathematics Curriculum Standard (2011 Edition)” made it clear that “mathematical thinking ” is one of the goals of mathematics teaching, I hope students “learn to think independently, understand the basic thinking of mathematics and way of thinking. ” Will think independently of the problem, express their thoughts. “” A stone aroused Melaleuca waves, the cultivation of students’ thinking ability to become the focus of mathematics classroom teaching. However, many people in the process of pursuing “student thinking ” in the form of the presentation, but the lack of “thinking about what?”, “How to think?”, “How to help students develop thinking habits” Therefore, in some classes, the phenomenon of “two more and two less” has emerged: the more problems and the smaller problems of playing ping pong and you coming to me, occupy a lot of learning Time, lively behind the blindness and fragmentation of student thinking; clues, the problem is presented, to provide a large number of learning to help support aids, greatly reducing the students’ thinking requirements, narrowing the students thinking space; Less time, patiently waiting for students to think independently for very little time, fast-paced “let alone ” to make thinking “walk through the field ”; less methods, because they did not help students in the process of solving the problem of the formation of the basic strategy , So students tend to be at a loss when facing new problems.