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教与学是教学永恒的研究主题。以“教师”或“学生”为中心的教学都不是真正意义上的“以人文本”。本文对生活经验与数学经验的“失度”现象进行了剖析,力争在追根溯源中,寻求平衡之径,彰显数学本质。一、生活经验与数学经验的“失度”现象在苏教版四年级下册中,第3单元和第5单元的“你知道吗?”分别介绍了三角形的稳定性和平行四边形的易变性。对于“三角形稳定性”的教学,一些老师过多地停留于生活经验层面,却没有将生活经验与数学知识本质地衔接
Teaching and learning are the eternal research topics in teaching. Teaching based on “teacher ” or “student ” is not true “humanistic ”. This article analyzes the phenomena of “loss of abundance” of life experience and mathematical experience, strives to seek the path of balance and highlight the nature of mathematics in the tracing of traceability. First, the life experience and mathematical experience of “loss of ” phenomenon In the fourth edition of the Sujiao version, Unit 3 and Unit 5 “You know? ” Respectively introduced the stability and parallelism of the triangle Quadrilateral variability. For the teaching of “triangle stability”, some teachers are too much at the level of life experience, but they do not essentially connect their life experience and mathematical knowledge