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数学学习要尊重学生,顺着学生的思维发展加以引导,如果非要把孩子们直接的思维发展打断,硬生生地插入老师所认为应该补充的内容,这是不客观的、不真实的、不符合学生认知发展规律的。在“小数的认识”中通过活动体验,进一步发现小数独特的魅力——功能﹙可以表示不是整份的数﹚、特点﹙简洁性、高度概括性﹚,进而对数学学科文化(小数的产生)有所了解,对人类的发展(智慧的积累和总结)有更高层次的认识,提升学生的学生数学品质。
Mathematics learning should respect students, follow the development of students’ thinking to guide, if we must break the direct thinking of children, abruptly inserted into what teachers think should be added, it is not objective, unreal, Does not meet the law of cognitive development of students. Through the activity experience in “Fractional Recognition ”, we can further discover the unique charm of the decimals - the function (which can mean not the whole number), the characteristic (conciseness and highly generalization), and then the mathematical discipline culture Produce) have a better understanding of human development (accumulation and summary of wisdom) have a higher level of understanding and enhance students’ mathematical quality of students.