论文部分内容阅读
数学严密的逻辑体系决定了数学学习要“依靠学生的理性思维而达到对数学知识的实质性理解”1。然而,“儿童认知的数学起点并不是科学的数学,而是他们在自己生活实践中形成的经验。”2小学生的生活经历并不丰富,积累的数学活动经验只是一些懵懂的、零散的、片段式的感受。而在实际教学中,教师往往会忽视以上特点,步入以教师经验代替学生经验,以个体经验代替全体学生经验的误区。那么,如何巧妙衔接知识点,让学生的学习走向深刻呢?
Mathematically rigorous logical system determines the mathematical learning to “rely on the rational thinking of students to achieve a substantive understanding of mathematical knowledge ” 1. However, “the starting point of mathematics for children’s cognition is not scientific mathematics, but the experience they have developed in their own life practice.” 2 Primary school students are not rich in life experience, and the accumulated experience of mathematical activities is only ignorant and fragmented Fragmentary feelings. In the actual teaching, teachers tend to ignore the above characteristics, step into the teacher experience instead of student experience, individual experience instead of all the misunderstanding of student experience. So, how clever convergence of knowledge points, so that students learn to profound?