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《义务教育数学课程标准(2011年版)》指出:教师应激发学生的学习积极性,向学生提供充分从事数学活动的机会,帮助他们在动手实践、自主探索和合作交流的过程中真正理解和掌握基本的数学知识与技能,数学思想和方法。动手操作是数学学习的一种重要的方式,通过形象直观的操作促进学生对知识的理解,帮助学生进行数学思考和解决数学问题。因此,许多教师在教学活动中都设计了不少动手操作活动,也使课堂变得生动活泼。许多学生也反映,有动手操作的课堂,他们非常喜欢。但是如果一味的追求动手操作,为动手操作而操作,学生的操作是老师指令下的行为,是不是又偏离了课堂教学的实质?我们注重了动手操作的同时,是不是更应该注重课堂的实效呢?
The Compulsory Education Mathematics Curriculum Standard (2011 Edition) states: Teachers should stimulate students’ enthusiasm in learning and provide students with opportunities to fully engage in math activities so as to help them truly understand and master basic activities in hands-on practice, self-exploration and cooperation and exchange. Mathematical knowledge and skills, mathematical ideas and methods. Hands-on operation is an important way of learning mathematics. It promotes students’ understanding of knowledge through visual and intuitive operation, helps students to think and solve math problems. Therefore, many teachers in the teaching activities are designed a lot of hands-on activities, but also make the classroom become lively. Many students also reflect the hands-on classroom they really like. However, if blind pursuit of hands-on operation and operation for hands-on operation is the behavior of the teacher under the instruction of the teacher, is it deviating from the essence of classroom teaching? We pay attention to hands-on operation at the same time, should not pay more attention to the effectiveness of the classroom What?