论文部分内容阅读
数学教材是《义务教育数学课程标准》的具体化,是依据课标编定的系统阐述学科内容的教学用书。它既为学生的学习提供基本线索,又是教师实现课程目标、实施教学的重要资源。但几年的教学实践下来,教师普遍对教材有这样两个感觉:(1)教材没有呈现结论性的话语,只有让学生活动的建议和活动过程中要思考的问题提示;(2)教学内容编排不集中,拉得太长,导致知识点分散,系统性不强,造成了部分教师对教材的理解不够到位,吃不透教材
Mathematics teaching material is the embodiment of “compulsory education mathematics curriculum standard”, and it is a teaching book systematically describing the subject content according to the curriculum standard. It not only provides basic clues for students’ learning, but also is an important resource for teachers to achieve curriculum objectives and implement teaching. However, a few years of teaching practice, teachers generally have two such feelings on the textbook: (1) the textbook did not show conclusive discourse, only to make suggestions for student activities and activities to be prompted in the process of thinking tips; (2) teaching content Orchestration is not concentrated, too long to pull, resulting in knowledge points scattered, systemic is not strong, resulting in some teachers do not understand the teaching materials in place,