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一、有关学情研究与课堂导入的现状溯源《数学课程标准》(2011年版)指出:“数学教学活动必须建立在学生的认知发展水平和已有的知识经验基础之上。”从儿童思维的自然结构与知识结构发展逻辑规律中我们发现:我们的学生因为已有知识、活动经验及对事物的理解感知等各不相同,在面临相同的教学学习内容时,表现出不同的思考起点、理解难点、展拓的切入点,在教师的作用下,完成知识的有效建构。苏霍姆林斯基认为,如果老师不想办
First, the situation of academic research and the introduction of the status quo of the classroom “Mathematical Curriculum Standard” (2011 edition) pointed out: “Mathematics teaching activities must be based on the level of cognitive development of students and existing knowledge based on experience. ” From In the logic of the development of the natural structure and the knowledge structure of children’s thinking, we find that our students have different thinking in the face of the same teaching and learning content because of their different knowledge, activity experience and understanding of things. Starting point, understanding difficult points, extension of the development of the point of entry, under the influence of teachers to complete the effective construction of knowledge. Sukhomlinski thinks if the teacher does not want to do it