我对小学数学情境教学的案例分析及思考

• 作 者: 袁园
• 机 构: 广东省深圳市坪山新区教科研中心,
• 出 处: 新课程(小学)
• 发表日期: 2013年10期

自新课程实施以来,情境创设已成为数学教师关注和探讨的热点,几乎所有的公开课、观摩课都是从情境引入,教师对情境创设是“爱你没商量”。然而,部分教师对创设“情境”存在严重的偏颇。比如,为了设置“引人入胜”的情境而绞尽脑汁地“捏造”虚拟的情境,片面追求情境的趣味性,只注重表面的热闹导致情境创设“过度”现象,这显然违背了课改理念,也远离了数学的本质,更导致了课堂的低效。

Since the implementation of the new curriculum, situational creation has become a hot topic of concern and discussion for maths teachers. Almost all open classes and observation classes are introduced from situations. Teachers’ creation of situations is “love you without consultation”. However, some teachers have a serious bias toward the creation of a “situation”. For example, in order to set the context of “fascinating ” and rack their brains “fictitious ” virtual situation, one-sided pursuit of interesting situations, focus on the surface of the lively led to the situation to create “over ” phenomenon, which is obviously contrary to The concept of curriculum reform, but also far from the essence of mathematics, but also led to inefficient classroom.