一、关注知识技能,以知识迁移引入新课学生学习数学知识的过程实质上是新知识与已有认知结构中的旧知识建立联系的过程。因此,新课标理念下的数学新课引入应该关注学生原有的知识技能,根据认知心理学的同化理论,将学生原有认知结构中起固定作用的观念当做连接新、旧知识的纽带和桥梁。如“百分数应用题”一课,可以先让学生复习分数和百分数的互化及分数应用题,再出示应用题:现有一桶水,倒出五分之二的水后,水桶里刚好还 First, focus on knowledge and skills, the introduction of knowledge transfer The new course of students to learn mathematical knowledge process is essentially the new knowledge and existing cognitive structure in the old knowledge to establish contact. Therefore, the introduction of the new mathematics curriculum under the new curriculum standard should pay attention to the students’ original knowledge and skills. According to the assimilation theory of cognitive psychology, the concept of fixed role in the original cognitive structure of students should be regarded as the new connection between new and old knowledge Tie and bridge. For example, if you have a bucket of water, pour out two-fifths of the water, the bucket is just right also