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在减负的背景下,学生愿不愿学、爱不爱学应该是课堂教学改革的关键因素。长期以来,教师对教材的教学心理学分析相对较少,大多仍局限于认知维度,缺少对教材情感维度的分析与处理。而后者更是推动着教学的顺利展开并保障教学效率的有效性提升。本文基于奥苏贝尔意义学习理论的框架下处理教材内容的先行组织者策略,阐述如何对小学数学教材(以新课标人教版为例)进行教学心理学情感维度上分析与处理,发掘教材中的情感性资源用以优化教学,提升学生课堂学习兴趣,点亮智慧课堂。
In the context of the burden of reduction, students willing to learn, love not to learn should be the key factor in classroom teaching reform. For a long time, teachers’ teaching psychology analysis of teaching materials is relatively small, mostly confined to the cognitive dimension, the lack of analysis and processing of the emotional dimension of the textbook. The latter is to promote the smooth development of teaching and to ensure the effectiveness of teaching efficiency. This paper, based on Ausubel’s theory of meaning learning to deal with the organizers of pre-emptive organizer strategy, elaborates how to analyze and deal with the teaching psychology emotion dimension in elementary mathematics textbook (taking the New Curriculum PEP as an example) Emotional resources in to optimize teaching, enhance student interest in classroom learning, lighting wisdom class.