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在1921年夏天,伟大的教育家陶行知先生提出了“活的教育”思想。什么是“活的教育”?陶行知先生并没有给出明确的定义,但他认为教育可分为三部:死的教育、不死不活的教育和活的教育。他还用一一个生动形象的比喻说明“活的教育”:花草到了春天受了春光、太阳光的同化和雨露的滋养,于是生长日速。活的教育,好像在春光之下,受了滋养似的,也就能一天进步似一天。换言之,就是一天新似一天。新课程改革以来,如何让有效的数学情境更好地服务于我们的教学,
In the summer of 1921, the great educator Tao Xingzhi proposed the idea of “living education.” What is “living education ”? Mr. Tao Xingzhi did not give a clear definition, but he believes that education can be divided into three parts: dead education, immortality education and living education. He also used a vivid metaphor to illustrate “living education ”: flowers and plants in the spring by the spring, the assimilation of sunlight and rain, so the growing speed. Living education, as if under nourishment, has been nourished, and so can one day progress like a day. In other words, it is a day like a new day. Since the new curriculum reform, how to make effective mathematical situations better serve our teaching,