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教材是为了达成既定的教学目标而使用的教学材料的统称,教材的时效性和地域性等特点决定了教材的使用应立足于实际。《小学数学课程标准》明确指出“:创造性地使用教材,积极开发、利用各种教学资源,为学生提供丰富多彩的学习素材”。当前在教材的使用方面存在着许多误区,诸如,脱离教学目标,盲目跟着教材走;将教材的讲解等同于教学目标;以及将教材与教学内容之间的关系混淆等。归根结底是对教材的使用目的不清、方法不当所致。那么,如何在教学活动中创造性使用教材?创造性使用教材应注意什么?基于以上问题,笔者将多年的教学实践进行了梳理,并在此基础上做了一些尝试性思考,虽然力求思考能经得起推敲,但难免陷入片面和肤浅,现将具体做法和思考结果分享出来,请各位同仁批评指正。
Teaching materials are used to achieve the established teaching objectives collectively, teaching materials, timeliness and regional characteristics determine the use of teaching materials should be based on the actual. “Elementary mathematics curriculum standards” clearly states: “creative use of teaching materials, and actively develop and make use of various teaching resources, provide students with a wealth of learning materials.” At present, there are many misunderstandings in the use of teaching materials, such as departing from teaching objectives and following the teaching materials blindly; equating teaching materials with teaching objectives; and confusing the relationship between teaching materials and teaching contents. In the final analysis is the purpose of teaching materials is not clear, due to improper methods. So, how to creatively use teaching materials in teaching activities? What should be paid attention to when using teaching materials creatively? Based on the above problems, the author sorts out many years of teaching practice and makes some tentative thinking on this basis. Starting from scrutiny, but inevitably fall into one-sidedness and superficiality, now we share concrete practices and thinking results, and ask my colleagues for criticism and correction.