基于主体现实的数学学习,并非自然状态下的放任自流,而是根据学生的数学现实展开教学,选择恰当时机进行拓展和提升,使教学达到高效率、好效果、优效益。第二学段教学“图形的对称”时,教师能顺应学生的经验现实,展现学生的资源准备,凭借折纸、测量、绘制等探索活动,在辨析和答疑过程中,构建较为完整的轴对称图形知识体系,实现已有数学知识和方法的适度超越。一、依赖经验,又不囿于经验布鲁纳认为:教学过程首先应从直接经验入手(动作表征),然后是经验的映像性表 Based on the reality of the main mathematical learning, not the natural state of laissez-faire, but according to the reality of mathematics students to start teaching, choose the right time to expand and upgrade, so that teaching to achieve high efficiency, good effect, excellent and effective. The second section of teaching “symmetry of graphics ”, the teacher can adapt to the students ’experience and show the students’ resource preparation. With the exploration activities such as origami, measurement and drawing, during the process of distinguishing and answering questions, Symmetrical graphics knowledge system, to achieve the proper transcendence of existing mathematical knowledge and methods. First, relying on experience, but also based on experience Bruner that: the teaching process should start with direct experience (action characterization), and then the experience of the mapping table