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《义务教育数学课程标准(2011年版)》指出:“数学教学,要紧密联系学生的生活实际,从学生的生活经验和已有知识出发,创设生动有趣的情境。”知识与学习总是具有情境性的,数学学习也离不开情境。下面由两个课堂情境谈起:镜头1:师:3月12日是什么节日?出示情境图:生:植树节。师:你知道图上的小朋友在干什么?生:在植树。师:看情境图,说自己发现了什么数学问题?还有不同的发现吗?镜头2:出示生活小区的情境图:师:观察情境图,你都发现了什么?生:花坛、喷泉、路灯等。师:根据图中的数学信息,你能提出什么数学问题?生1:“保护环境”花坛一共用了多少盆花?
“Compulsory Education Mathematics Curriculum Standard (2011 Edition)” pointed out: “Mathematics teaching, we must closely contact with the student’s life practice, starting from the student’s life experience and existing knowledge, to create a vivid and interesting situation.” Knowledge and learning is always With the situation, mathematics learning can not be separated from the situation. The following two classroom situations to talk about: Lens 1: Teacher: March 12 What is the festival? Show situation diagram: Health: Arbor Day. Teacher: Do you know the children on the map doing? Health: planting trees. Teacher: Look at the situation map, said that he found what mathematical problems? There are different findings? Lens 2: Present plot of life plot: Teacher: Observation situation map, you have found what? Health: flower beds, fountains, Wait. Teacher: According to the mathematical information in the picture, what mathematical problems can you ask? Health 1: “Environmental protection ” How many flower pots are used together?