近期,江苏省睢宁县双沟镇举行了“评优课”活动。在听课的过程中,笔者发现:有些低年级的数学课,教师的确是进行了精心的准备,但是上课时,学生参与率却不高,教学质量也较低。为什么教师的教学设计和学生的认知需求间没有结合的契机呢?分析起来主要有以下三方面的原因。一、教学内容过浅或过深在以学生自主探索为主的数学课堂上,能和学生年龄、已有知识经验相适应的内容,学生才有能力去学习、才有兴趣去学习。有的教师唯恐学生听不懂,设计内容过于简单,没有挑 Recently, Shuanggou Town, Suining County, Jiangsu Province held a “Review Class” event. During the lectures, I found that: some lower maths, teachers are indeed carefully prepared, but the class, the student participation rate is not high, the quality of teaching is also low. Why does the teacher’s teaching design and the cognitive needs of students not have the opportunity to combine it? Analyzed mainly in the following three reasons. First, the teaching content is too shallow or too deep In the students to explore the main math class, with the age of the students, have knowledge of the appropriate content, students have the ability to learn, are interested in learning. Some teachers fear that students do not understand, design content is too simple, no choice