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学生有自己的话语系统,受生活经验和认知能力的限制,他们对问题的理解角度以及相应的表达方式和成人不会完全相同。教师的语言大都是“数学”的、成人式的,追求结构严谨、逻辑严密、表达准确而精炼。只不过,从学生的视角来看,这种数学的、成人式的语言在很多情况下显得生硬、呆板,使他们难以接受。“童言”和严谨的数学语言之间,能否形成联通的“暗河”?能否沟通学生的话语系统与数学知识体系间的内在联系,让教师与学生在同一频率上对话,从而拉近学生与数学
Students have their own discourse system, limited by life experience and cognitive ability, and their understanding of the problem and the corresponding expressions and adults will not be exactly the same. The language of teachers is mostly “math”, adult, the pursuit of rigorous structure, logical, accurate and refined expression. However, from a student’s point of view, this mathematical, adult language appears rigid and rigid in many cases, making them unacceptable. “Child language ” and rigorous mathematical language, can form a Unicom “dark river ”? Can communicate the internal relationship between students’ discourse system and mathematical knowledge system, so that teachers and students on the same frequency Dialogue, which narrows students and math