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关于数学能力的结构,专家的意见远未一致。但这并不影响我们在小学数学中提出能力培养的任务。《九年义务教育全日制小学数学教学大纲(试用)》明确提出了“培养初步的逻辑思维能力和空间观念”的要求。并且进一步提出:“结合有关内容教学,培养学生进行初步的分析、综合、比较、抽象、概括,对简单的问题进行判断、推理。”“使学生逐步形成简单几何形体的形状、大小和相互位置关系的表象,能够识别所学的几何形体,并能根据几何形体的名称再现它们的表象,培养初步的空间观念。”一、在概念的形成中培养抽象概括能力
With regard to the structure of mathematical abilities, the opinions of experts are far from consistent. However, this does not affect the task of proposing capacity-building in elementary mathematics. “Nine-year compulsory education full-time elementary school mathematics syllabus (trial)” clearly put forward “training initial logical thinking ability and space concept” requirements. And further proposed: “combined with the content of teaching, students are trained to conduct a preliminary analysis, synthesis, comparison, abstraction, generalization, to judge simple problems, reasoning.” “To enable students to gradually form a simple geometric shape, size and mutual position The appearance of the relationship can identify the geometry learned, and according to the name of the geometry to reproduce their appearance, to develop a preliminary space concept. ”First, the concept of the formation of abstract abstraction ability