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皮亚杰认为:数学开始于对物体的动作,真正理解数意味着儿童通过自己的活动发现或能动地建立关系。因此,构建初步的数概念是以幼儿对物体的探究所获得的感性认识为基础的,作为数学活动的组织者、引导者和合作者,教师在教学中应积极创设情境,让幼儿通过动手操作、自主探索、实践应用等主体活动去亲近数学、体验数学、“再创造”数学和应用数学,真正成为数学活动的主人。
Piaget argues that mathematics begins with actions on objects, and that having a true understanding means that children discover or actively build relationships through their own activities. Therefore, the concept of building preliminary numbers is based on perceptual knowledge obtained by children’s inquiry into objects. As the organizer, guider and collaborator of mathematics activities, teachers should actively create situations in teaching so that children can use hands-on , Independent exploration, practical application of the main activities to get close to mathematics, experience mathematics, “re-create ” mathematics and applied mathematics, truly become the masters of mathematical activities.