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学生数学探索能力的高低取决于教师平时教学中能否有意识的培养,并教给学生探究方法。教师在学生探索的道路上有意识地运用铺路搭桥、穿针引线、旁敲侧击等策略引导,同时要有意识地为学生营造宽松、自由的学习环境;在课堂教学中不一定要求学生太规范、太拘束,可以让学生有点“小自由”,充分发挥学生思考的灵活性、应变的机敏性特点,使其思维能够在更广阔的时空里翱翔。如以下教学“认钟表”一课的教学片段:师:小朋友已经学会了看整时,但不是整时的时间又该怎么看呢?
The level of students’ ability to explore mathematics depends on whether teachers can consciously cultivate in normal teaching and teach students to explore methods. Teachers should conscientiously use strategies such as paving the way for bridging, pin-up, side-tapping and other tactical guidance on the path of student exploration, meanwhile, they should consciously create a relaxed and free learning environment for students. In the classroom teaching, students are not required to be too standardized and too restrained to allow Students a little “small freedom”, give full play to the flexibility of student thinking, the alertness of the characteristics of resilience, so that thinking can soar in a broader space and time. Such as the following teaching “recognize the watch” lesson of the lesson: Teacher: Children have learned to watch the entire time, but not the whole time how to look?