前苏联数学教育家斯托利亚尔认为:“数学教学与其说是数学活动结果的教学,不如说是数学活动的教学。”这说明,在组织与呈现教学内容时应重视过程。但通常,很多老师为节省教学时间,总是将教材中的内容尽快展开并快速进入操练过程。结果呢?知识技能背后更为本质的东西,如:知识的产生、发展;数学的思想、方法;数学活动的经验等都被忽略了。其实,如今的人教版实验教材,只要我们让教学内容中静态的主题图“动”起来,它就有可能成为课 Stollar, former Soviet mathematics educator, said: “Mathematics teaching is not so much a teaching of mathematical activities as it is a result of mathematics activities.” This shows that the process should be valued when organizing and presenting teaching content. But usually, many teachers to save teaching time, the textbook is always expanded as soon as possible and quickly enter the drill process. The result? The more essential things behind the knowledge and skills, such as: the generation and development of knowledge; the ideas and methods of mathematics; the experience of mathematical activities are all ignored. In fact, today’s PEP teaching materials, as long as we let the static theme in the teaching content “move ” together, it may become a lesson