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对于基础教育阶段的课程实施来说,其教学重点应不仅仅局限于积累知识和训练能力,而在于情感教育的渗透。对于小学数学教学而言,认知因素往往占据了教学的主导因素,情感教育并没有在教学过程中有过多体现,学生的知识技能和情感态度处于极不协调的状态当中。随着新一轮课程改革的深入开展,情感教育的内容逐渐受到关注,教师除了基本知识技能的传授之外,更应积极考虑如何让学生学会分析和解决问题,形成正确的情感态度与价值观。
For the implementation of curriculum in basic education, the emphasis of teaching should not be limited to the accumulation of knowledge and training ability, but rather the penetration of affective education. For elementary mathematics teaching, cognitive factors often occupy the dominant factor in teaching. Emotional education does not reflect too much in the process of teaching. Students’ knowledge, skills and emotional attitudes are in a very uncoordinated state. With the deepening of the new round of curriculum reform, the content of emotional education has drawn increasing attention. Apart from imparting basic knowledge and skills, teachers should also actively consider how to enable students to learn to analyze and solve problems and form correct emotional attitudes and values.