一、利用最近发展区设计教学情境数学知识是系统的,绝大部分知识都是由它的先行旧知延伸和发展而来,在学习过程中新知识的输入、同化和操作取决于原有的认知结构,因而原有的认知结构对新知识的学习具有制约作用.在以往的学习中,学生形成了相对丰富的经验,教学过程不能无视学生的这些经验,简单地灌输新知识,而应该在熟悉的旧知识或感兴趣的数学情境中,让学生主动探索,提出、研究和解决问题.教师在设计教学情境时要认真研究学生的现实发 First, the use of the latest development of the design of teaching situations Mathematical knowledge is systematic, the vast majority of knowledge from its predecessors extend and develop from the new knowledge in the learning process of input, assimilation and operation depends on the original recognition Therefore, the original cognitive structure restricts the learning of new knowledge.In the past learning, students formed relatively rich experience, the teaching process can not ignore the students’ experience, simply instill new knowledge, but should In the familiar old knowledge or mathematical situations of interest, let the students take the initiative to explore, put forward, research and solve problems.Teachers in the design of teaching situations should carefully study the students real hair