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1.用教具带动兴趣。教具是直观的事物,任何人也不可能看到它就去思考数学问题,它本身不存在那样的魔法。但假如我们在教学中合理运用教具,就有机会让学生看到教具就去思考数学问题。小学生的思维形式是以具体形象思维为主,使用教具帮助学生从具体事物的感知入手,通过抽象概化,形成抽象的数学定理、定义或公式,进而将其应用于数学殿堂。有人说:“智慧出于手指端。”在数学教学中让学生多实践,多接触实物教具,就
1. Use teaching aids to drive interest. Teaching aids is an intuitive thing, no one can see it to think about mathematical problems, there is no such magic itself. However, if we make rational use of teaching aids in teaching, we have the opportunity to let students see teaching aids to think about mathematical problems. The form of thinking of primary school students is based on the concrete image thinking. Using the teaching aids to help students start with the perception of specific things, through abstract generalization, form abstract mathematical theorems, definitions or formulas, and then apply them to the math hall. Some people say: “wisdom out of the finger side. ” In the teaching of mathematics for students to practice more, more contact with physical aids, it