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小学数学教材中包含着诸多显性知识和隐性知识。小学生的思维发展水平还处于较低阶段,单纯依靠其自身的力量根本无法将显性知识中所含的隐性知识填补起来。因此,在教学过程中教师就要发挥引导和提示作用,让学生完全理解显性知识和隐性知识,从而掌握教材中的知识内容。一、沟通前后知识的结构化联系在小学生数学思维能力的培养方面,很多数学概念教学最为明显。比如《直线、射线和线段的认识》一课中,对于公理“两点能且只能确定一条直线”和“两点之间线段最短”
Primary mathematics teaching contains many explicit knowledge and tacit knowledge. The level of thinking and development of primary school students is still at a relatively low stage. Simply by virtue of their own strength, the tacit knowledge contained in explicit knowledge can not be filled at all. Therefore, in the process of teaching teachers should play a guiding and reminding role, so that students fully understand the explicit knowledge and tacit knowledge, so as to master the textbook knowledge content. First, the structural connection of knowledge before and after communication Students in the cultivation of mathematical thinking ability of primary students, many of the most obvious teaching of mathematical concepts. For example, in the lesson of “Awareness of Straight Lines, Rays, and Segments,” the axiom “can only determine one straight line at two points and the shortest line segment between two points” and "