课堂教学的进程就其本质来说是师生思维共同活动的过程,是培养学生思维能力的过程。发展学生的思维能力是小学数学的重要任务之一,数学思维的条理性首当其冲。学生的语言表达能力和思维能力是密不可分的。有人说话清楚明白,反映了思维严密、有条理;有人说话杂乱无章,则说明思维的紊乱。这就是我们常说的“想清楚了;才能说清楚”。低年级学生思维的最大特点是具体形象,但又缺乏条理性和逻辑性,表现在课堂上就是前言不搭后语或重复罗嗦。因 The process of classroom teaching is, by its very nature, a process of common activities of teachers and students ’thinking and a process of training students’ thinking ability. The development of students’ thinking ability is one of the important tasks in elementary mathematics, the first of its kind in mathematical thinking. Students’ language skills and their ability to think are inextricably linked. Some people speak clearly and clearly, reflecting the strict thinking, organized; Some people say chaotic, then that the disorder of thinking. This is what we often say, “think clearly; to make it clear.” The most prominent feature of the thinking of lower grades students is the specific image, but the lack of reason and logic, manifested in the classroom is the foreword does not take the words or repeat wordy. because