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小学阶段的数学学习基于学生认知发展规律,通过数学问题的逐步提炼与发现,使学生形成相应的数学思维能力与应用意识。对于学生数学思维能力的提升,大多数老师或多或少的主要将精力放在了现实问题的分析、思维拓展问题的解决上。诚然此类型的问题确实能大大提升学生发现问题、提出问题、分析问题、解决问题的能力,但是不是其他类型的数学知识就无法承载培养学生数学思维能力的任务了呢?尤其是在小学阶段占有较大比重的计算课型教学时,数学技能就是从数学知识掌握到数学能力形成和发展的中间环节。计算中算理的分析、数据的解读、方法的选择正体现了数学思维在现实数学理解中的作用。
Based on the law of student’s cognitive development, the mathematics learning in elementary school stages through the gradual refinement and discovery of mathematics problems, so that students can form corresponding mathematical thinking ability and application awareness. For students to improve their mathematical thinking ability, most of the teachers are mostly more or less focused on the analysis of practical problems, thinking to solve the problem of development. It is true that this type of problem can indeed greatly enhance students ability to find problems, ask questions, analyze problems, solve problems, but not other types of mathematical knowledge can not carry the task of cultivating students’ mathematical thinking ability, especially in the primary stage of possession The larger proportion of computing class teaching, mathematical skills is mastered from mathematical knowledge to the formation and development of mathematics intermediate links. Computational calculation of the analysis, interpretation of the data, the choice of method is the mathematical thinking reflects the role of mathematical understanding in reality.