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在教师也是课程资源创设者理念的呼吁中,越来越多的教师开始思考、尝试教学中学生习材资源的开发与利用。但在实践操作过程中,很多教师一味追求习材习题的新颖性和别致性,使得习材素材与教材的创编思想、学生的生活实际、学生的认知水平相悖甚远。教师要联系生活实际,将情境创设植根于习材中;依托例题原型,将关系转换凸显于习材中;谨遵认知水平,将实践活动设置于习材中,从而为学生掌握新知、提升数学素养奠基。
In the appeal that teachers are also the concept of curriculum resource creator, more and more teachers begin to think and try to develop and utilize students’ learning resources in teaching. However, during the practical operation, many teachers blindly pursue the novelty and uniqueness of the study materials exercises, which makes the materials of the study materials and the teaching materials creation ideas, the students ’actual life and the students’ cognitive level far and far. Teachers should contact the reality of life, the situation created rooted in the course materials; relying on the prototype prototype, the conversion of the relationship highlighted in the learning materials; would like to comply with the knowledge level, the practice activities set in the learning materials, so as to master the new knowledge, Improve mathematical literacy foundation.