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新课程标准强调,数学情境应贴近学生的生活。由于生活化的情境不仅可以为学生提供一个主动参与数学活动的经验平台,帮助学生架设一座联系“数学”与“生活”的桥梁。还可以激发学生的学习愿望和参与动机,使学生能主动思考问题,积极投入到自主探索、合作交流的氛围中。所以越来越多的教师开始重视创设生活化的情境,这已成为课堂教学中的一个亮点。但是否每节课都要创设生活化情境呢?我认为应把握好生活化情境创设的度。我在教学《小数的性质》这节课时,就尝试
The new curriculum standard stresses that mathematical situations should be close to student life. Because the context of life can not only provide students with an active platform to participate in mathematical activities to help students set up a bridge linking “mathematics” and “life”. It can also stimulate students’ desire for learning and their motivation for participation so that students can take the initiative to think about problems and actively devote themselves to the atmosphere of independent exploration and cooperation and exchange. Therefore, more and more teachers begin to attach importance to creating a life-like situation, which has become a bright spot in classroom teaching. However, whether to create a life context for each lesson? I think we should grasp the degree of creation of life context. When I was teaching “The Nature of Decimals”, I tried