论文部分内容阅读
一、小学数学概念教学建模的现状分析1.重学生接受,忽视素材的提供数学建模的基础是现实背景。在概念教学中,有的教师只注重学生对概念本身的接受,强调对概念中某些词语的理解,而对创设生活情境,认识概念学习的必要性等不够重视,从而使数学课堂没有生机,缺少活力,影响到学生对概念的理解。一位教师在教学“面积的意义”一课时是这样设计的:师:同学们,今天我们来学习面积,你们知道面积是什么意思吗?
First, the status quo analysis of the concept of primary school mathematics teaching 1. Heavy students accept, ignoring the material to provide mathematical modeling is based on the background of reality. In the concept teaching, some teachers only pay attention to students' acceptance of the concept itself, emphasize the understanding of some words in the concept, but do not pay enough attention to the creation of life situations and the necessity of understanding the concept learning, so that the mathematics classroom has no vitality, Lack of vitality, affecting students' understanding of the concept. A teacher in teaching “area of meaning ” class is designed this way: Teacher: Classmates, today we come to learn the area, do you know what is the meaning of area?