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一、发现数学问题,体验数学源于生活学生能否从数学角度观察现实生活和周围事物,从而发现和提出有价值的数学问题是其数学意识强弱的重要标志。教学时,我们不仅要重视指导学生观察的方法、步骤,还要为学生提供大量的实践活动的情景和参与的机会,要从现实生活中选取观察材料,培养学生的创新意识和实践能力。如在教学“长方体的体积”时,我课下先让学生自己准备一个墨水瓶包装纸盒,要求以小组为单位,主动探索有关的数学问题。学生一边认真讨论,一边动手测量,一边积极分析思考,有的测
First, the discovery of mathematical problems, experiencing mathematics from life Students can see from the mathematical point of view of real life and the surrounding things, and thus find and propose valuable mathematical problems is an important symbol of its mathematical awareness. In teaching, we should not only pay attention to the methods and steps that guide students to observe, but also provide students with a large number of scenarios of practical activities and opportunities for participation. We should select observation materials from real life and cultivate students’ innovative awareness and practical ability. For example, in teaching “the volume of a cuboid”, I first asked the students to prepare an ink bottle packaging box for themselves and asked them to take the initiative to explore relevant mathematical problems in groups. Students seriously discuss, while hands-on measurement, while actively analyzing and thinking, and some measurements