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一、用学具,促进数学概念的形成心理学研究表明,儿童认识规律是“感知——表象——概念”。操作学具符合这一规律,让学生感知大量直观形象的事物,获得感性知识,形成知识的表象,从事物的表象中概括出事物的本质特征,从而形成科学的概念。如一年级学生学习“__比__多__、__比__少__”这节课时,先让学生摆一摆苹果和梨子,比一比,谁多谁少,通过学具操作使学生感受到两个不同数量相比较有同样多的部分和相差的部分(多的部分或少的部分)。如在教学“平均分”这个概念时,用学具先拿4个苹果平均分成2份,让学生一个一个地去分一分,看每份有几个苹果。还可以让学生把6个
First, with learning tools to promote the formation of mathematical concepts Psychological studies have shown that children’s cognitive law is the “perception - the concept of imagery.” Operational learning tools conform to this law, allowing students to perceive a large number of intuitive images of things, access to perceptual knowledge, the formation of the appearance of knowledge, things out of the appearance of the general nature of things out to form a scientific concept. Such as first-year students to learn “__ than __ more __, __ than __ less __” This class, the first students to put apples and pears, compared to one who, who is less, through the operation of learning tools Enables students to perceive two or more different and equal parts (more or less parts) of two different numbers. As in teaching the concept of “average points”, with apples first take four apples divided equally into two, so that students one by one to see if each has a few apples. Also allow students to put 6