●教师给学生一个知识再创造的过程教师给学生一个知识再创造的过程,就是为学生创造了一个生动活泼的、主动的和富有个性的学习过程富有个性的学习过程。学生在活动中经历,在体验中感悟,在探索中发展,这样的数学学习不仅是鲜活灵动的不仅是鲜活灵动的,更是真实有效的。学生学习数学知识时,如果能够主动探究、体验、发现、创造,去经历前人的思维过程,不仅可以增强学习兴趣,提高学习效率,弥补知识经验、思维水平的不足,还可以有效地把前人的思维成果变成自己的知识经验。在教学中,我们怎样才能通过学生的再创造来领悟数学思想、认识数学符号、概括数学结论呢?对于一年级的小学生来说,认识关系符号“=”、“>”和“<”是一种挑战:不仅要领悟深奥的一一对应的数学思想,认识并运用抽象的关系符号,而且要学会 ● Teachers to give students a process of knowledge re-creation Teachers to give students a knowledge-creation process is to create a vivid, active and personalized learning process for students personalized learning process. Students in the activities of experience, in the experience of sentiment, in the exploration and development, such a mathematical learning is not only fresh and agile is not only fresh and agile, but also real and effective. When students learn mathematics knowledge, if they can explore, experience, discover, create and go through the thought process of their predecessors, they can not only enhance their interest in learning, improve their learning efficiency, make up their knowledge and experience, and their thinking level, but also effectively People’s thinking achievements into their own knowledge and experience. In teaching, how can we comprehend mathematics thoughts, recognize mathematical symbols and summarize mathematical conclusions through students’ re-creation? For the first-grade pupils, we can know the relationship symbols “= ”, “> ”<" Is a challenge: not only to understand esoteric mathematical concepts, to understand and apply abstract relation symbols, but also to learn