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主题图是人教版小学数学实验教材编写的一大特色,其意图在于体现“从学生已有的经验出发,重视学生的经验和体验”的基本理念。然而,由于认识的不足和操作的偏差,“主题图”使用误区颇多,主要存在着对主题图熟视无睹、曲解意图、机械模仿三大误区,不但淡化了数学味,而且还影响了四基的落实。因此,在实际教学中,教师应充分理解教材,对主题图要理解内涵、灵活利用、深度挖掘等有效处理,从而为提高学生的数学素养服务。
Thematic map is a major feature of the PEP written mathematics experiment teaching materials, which is intended to embody the basic idea of “starting from the students ’existing experiences and attaching importance to the students’ experiences and experiences.” However, due to lack of understanding and deviation of operation, there are many misunderstandings in the use of “thematic map”. There are mainly three misunderstandings on thematic map, misunderstood intention and mechanical imitation, which not only dilute the mathematical taste, but also affect the four Base implementation. Therefore, in the actual teaching, teachers should fully understand the teaching materials, to understand the connotation of the thematic map, flexible use, depth mining and other effective treatment, so as to improve students’ mathematical literacy.