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“0的认识”教学内容涉及“0的读写”与“0的意义”。数的意义比较抽象,教师需要通过一系列的活动把它变成一年级学生能够理解的“有意义的材料”:经历实物、计数工具、数学符号等逐层抽象的过程,让学生明晰其来龙去脉;联系以往的学习经验,促进对0的意义的理解;对接生活经验,辨析生活中0的意义。数的读写则需关注每一位学生知识与技能的达标程度。此外,还要保护其学习数学的热情;尊重和鼓励,激发其个性化的思考与表达;有意识地放手,促进其学习能力的提升;长期关注,促其良好学习习惯的养成。
“Knowledge of 0 ” teaching involves “0 read and write ” and “0 meaning ”. The significance of the number is more abstract, teachers need to be a series of activities into a first-year students to understand “meaningful material ”: through the physical, counting tools, mathematical symbols and other layers of abstract process, so that students understand Its context; contact with past learning experience, to promote the understanding of the meaning of 0; docking life experience, discrimination in the meaning of life 0. The number of literacy needs to be concerned about each student’s knowledge and skills standards. In addition, we must protect their enthusiasm for learning mathematics; respect and encourage, stimulate their individual thinking and expression; consciously let go, to promote their learning ability; long-term concern, promote the development of good study habits.