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数学是一门严密的、系统的学科,因此我们的教材处理乃至我们的教学也一直遵循着按部就班的因循模式。这种模式逐渐与“以生为本”、“以学定教”的教学理念产生矛盾与冲突。本文仅以人教版第七册“亿以内数的读法”为例,谈谈自己的拙见。一、反思教材的处理本课的教学内容是人教版六年制小学数学教材第七册1—3页的例1、例2。教材是本着循序渐进的原则来编排的。首先教材列举了我国人口普查的数据,如北京的人口数量19612368人。我国总人口数
Mathematics is a rigorous, systematic discipline, so our textbook processing and our teaching have always followed a step-by-step pattern. This pattern is gradually contradictory and conflicting with the teaching concept of “taking students as the foundation” and “learning to teach”. This article only PEP seventh book “billions of readings ” as an example, to talk about my own humble opinion. First, the reflective textbook processing Teaching content of this lesson is PEP 6 sixth year primary school mathematics textbook seventh book 1-3 cases 1, Textbooks are arranged in a gradual and orderly manner. First, the textbook lists the data of China’s population census, such as Beijing’s population of 19612368 people. The total population in our country