论文部分内容阅读
在小学数学学习过程中,学生对于知识的认识,尤其是一些概念性知识,最初源于直观感性认识,而后逐步由感性认识上升的理性认识。因此,在小学数学教学中,教师需要适当运用直观形象、真实形象的教具与学具,优化数学课堂教学:巧用教具,设置情境,吸引学生,引发学生学习与探究欲望;借助学具,给学生动手实践、自主探究的机会,形成能力,提高综合素养。一、利用教具,巧设互动情境,引路示范在小学数学教学过程中,若要唤起
In the process of elementary mathematics learning, students’ understanding of knowledge, especially some conceptual knowledge, originally originated from intuitional perceptual knowledge and then gradually rose from the rational understanding of perceptual knowledge. Therefore, in the elementary mathematics teaching, teachers need to make proper use of the visual image and the real image of the teaching aids and learning tools to optimize the classroom teaching of mathematics: using teaching aids, setting the context, attracting students, triggering students desire to learn and explore; Students practice, self-exploration opportunities, the formation of ability to improve the overall quality. First, the use of teaching aids, clever design of interactive situations, lead the way demonstration in primary school mathematics teaching process, to arouse