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小学生的思维正处于由形象思维向抽象逻辑思维的过渡阶段,小学数学教学有必要在数学知识的抽象性和学生思维的形象性之间架起一座桥梁――引导学生亲自动手操作学具。学具操作中,小学生对数学知识的感知最强烈,形成的表象也最深刻;学具操作中,学生多种感觉器官参与学习,在教师的引导下整理大量感性材料,找出有规律的现象,学会逐步抽象、概括,获得数学概念和知识。
Primary school students ’thinking is in the transitional phase from image thinking to abstract logical thinking. It is necessary for primary school mathematics teaching to bridge the gap between the abstraction of mathematical knowledge and the image of students’ thinking - to guide students to operate the learning tools themselves. In the operation of learning tools, primary school students perceive the most intense knowledge of mathematics and form the most profound representation. In the operation of learning tools, various sensory organs of students are involved in learning. Under the guidance of teachers, a large number of sensory materials are sorted out to find out the regular phenomenon Learn to abstract, summarize, acquire mathematical concepts and knowledge.