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课程改革以来,小学数学课堂教学呈现出从未有过的生机,教学情境的创设,动手实践、自主探索、合作交流方式的运用,评价方式的变革等,真的令我们眼前一亮,但随着课程改革的不断深入,我们也清楚的意识到:由于主观或客观的原因,我们的数学课堂教学出现了“过分追求情境创设,忽视了情境本身对学习的意义和价值”“过分追求小组合作学习,忽视了其运用的实效性”“过分追求评价的赏识激励功能,忽视了对学生自身发展的指导性”等现象。
Since the reform of the curriculum, primary school mathematics classroom teaching has never seen the vitality, teaching situation creation, hands-on practice, independent exploration, cooperation and exchange of means of use, evaluation methods of change, really make us shines, but with With the continuous deepening of the curriculum reform, we also clearly realize that due to subjective or objective reasons, our mathematics classroom teaching has appeared in “excessive pursuit of situation creation and neglect of the significance and value of context itself to learning” The pursuit of cooperative learning team, ignoring the effectiveness of its use “” excessive pursuit of evaluation appreciation incentives, ignoring the guidance of their own development "and so on.