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《全日制义务教育数学课程标准(实验稿)》明确指出:数学教学,要紧密联系学生的生活实际,从学生的生活经验和已有知识出发,创设生动有趣的情境,……让学生在生动具体的情境中学习数学。东安县是第一批省级课改实验区之一,在课改教学中,我们在创设学习情境,让学生在情境中学习数学方面进行了大胆尝试,下面谈一些体会。一、利用教材资源,创设形象化情境与老教材相比,人教版实验教科书最大特点之一是设计了大量活泼生动的情景图。这些图画的风格和色彩符合学生的年龄特点,富有儿童情趣。我县小学全部采用人教版黑白版教科书,因此教学中我们做到“三变”“两结合”,着力创设形象化情境,吸引学生主动学习。“三变”是变黑白插图为放大的彩色挂情境下,通过意义建构而获得。然而有的问题情境不能直接真实地在课堂展现出来,因此,我们可以根据学生生活经验,用模拟的方法,如模拟表演,开展游戏活动等,将枯燥的知识通过生动活泼的生活场景来展现,使学习活动在与现实相类似的情境中发生。让学生观察思考、积极参与。如教“几和第几”一课时,让学生做模拟排队购票的游戏,学生在模拟的情境中,体验并逐步理解“几和第几”的联系与区别。再如教学“人民币的认识与简单计算”时,创设“小小商店”的情境,让学生进行模拟购物活动。教学加法的初步认识,让3个学生做玩纸鹤的游戏,从而体验和理解加法的含义。让学生在模拟情境中解决数学问题,用得最多的是“猜一猜、摘苹果、开火车、夺红旗”等游戏活动,这些模拟化活动能激发学生兴趣,取得良好的学
“Full-time compulsory education mathematics curriculum standards (experimental draft)” clearly states: mathematics teaching, students must be closely linked to the reality of life, from the student's life experience and existing knowledge, to create a vivid and interesting context ... let students lively Specific situations to learn math. Dongan County is one of the first batch of provincial curriculum reform experimental area, teaching in the curriculum, we create a learning situation, so that students learn mathematics in the context of a bold attempt to talk about some experience. First, the use of teaching resources, the creation of visual situations Compared with the old textbook, one of the most important features of the PEP textbook is the design of a large number of lively and vivid scenarios. The style and color of these drawings are in line with the age characteristics of the students, full of children's interest. All primary and secondary schools in our county adopt the black and white textbook of the PEP, so we have made “three changes” and “two combinations” in our teaching so as to create a visual situation and attract students to take the initiative to learn. “Three changes” is a black and white illustrations for the magnified color linked context, obtained through the construction of meaning. However, some problematic situations can not be directly displayed in the classroom. Therefore, based on the students' life experience, we can display the boring knowledge through vivid and lively scenes by using simulated methods such as simulated performances and game activities. Make learning activities happen in a context similar to reality. Allow students to observe and think, actively participate. For example, when teaching “Lesson 1 and Lesson 1”, students are asked to simulate the queuing and ticketing game. Students experience and gradually understand the connection and difference between “a few and a few” in a simulated situation. Another example is the teaching of “understanding of RMB and simple calculation,” the creation of “small shops” situation, so that students conduct simulation shopping activities. A preliminary understanding of teaching addition, so that 3 students play paper crane game, so as to experience and understand the meaning of addition. Let students solve mathematical problems in the simulated situation, the most used is “guessing, picking apples, driving the train, get the red flag” and other game activities, these simulated activities can stimulate student interest and achieve good learning