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在新一轮课改十周年之际,笔者愿以《中小学数学》这个交流平台,从自己使用教材的实践出发,谈谈对教材的看法,其中定有诸多不当,期望各位专家及同行赐教.首先,应当充分肯定,新教材与以往的老教材相比,确有许多亮点:1.教材内容呈现方式新.老教材多以“举例引入概念——例题——习题”的顺序呈现教学内容,册册如此,习题便是课堂教学的终端,教材贴近学术著作,一幅“老学究”的面孔,适合教师讲课,但离学生较远;而新教材则以“问题情景一建立模型——解释、应用与拓展”的基本模式呈现知识内容.2.教学过程被关注.教材往往通过观察、实验、猜想、归纳、分析、整理、论证等一系列过程理解一个数学问题的提出,数学概念的形成过程数学结论的获得和应用,体现了数学来源于实践又反作用于实践的观点,关注学习结果的同时也关注学习过程3.教学题材呈现多样.新教材选材强调现实性、趣味性和可操作性,题
In the tenth anniversary of the new round of curriculum reform, I would like to “primary and secondary mathematics,” the exchange platform, starting from the practice of their own use of teaching materials, talk about the views on the teaching materials, which have a lot of inappropriate, expect experts and colleagues to enlighten me First of all, it should be fully affirmed that the new textbook has many bright spots compared with the old textbooks in the past: 1. The content of the textbook is presented in a new way, and most of the old textbooks are presented in the order of “examples - introduction of examples - exercises” Teaching content, volumes so, exercises are the end of the classroom teaching, teaching materials close to the academic work, a “old school ” face, suitable for teachers to lecture, but far from the students; the new textbook to A model of - interpretation, application and expansion of the basic model of knowledge content.2 teaching process is concerned.Teaching materials often through observation, experiment, guess, induction, analysis, collation, argumentation and a series of process to understand a mathematical problem , The acquisition and application of the mathematical conclusion in the process of forming the mathematical concept embodies the viewpoint that mathematics comes from practice and counteraction in practice, while paying attention to the learning result and the learning process at the same time. Diverse new textbooks emphasize the selection reality, fun and operability problems