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近几年来,广大小学数学教师着眼于减轻学生学习负担,培养学生智能,提高教学质量,在小学数学课堂教学结构和教法上进行了大胆的改革,取得了可喜的成绩。但是,从大家在这方面所作的理论探索和教学实践来看,仍然不同程度地存在着重结论、轻过程,重记忆、轻理解,重教师讲、轻学生说,重教法改进、轻学法研究和学法指导等偏向。究其原因,主要是少数教师尚未从根本上转变那些不适应现
In recent years, the majority of primary school mathematics teachers focus on alleviating students 'learning burden, cultivating students' intelligence, improving teaching quality, and boldly reforming their teaching structure and teaching methods in elementary mathematics classrooms, and have achieved gratifying results. However, judging from the theory exploration and teaching practice made by everyone in this respect, there are still some concluding remarks to varying degrees. They are light processes, heavy memory and light understanding. They emphasize teachers' Research and academic guidance and other biases. The reason is mainly that a few teachers have not fundamentally changed those who are not suited to the present