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随着新课标的修订,“基本活动经验”作为课程目标被明确提出,地位得到进一步凸显,也受到了广大教师的关注。然而数学活动经验不像数学基础知识、基本技能及基本思想那样客观存在,它是建立在人们的感觉基础上,又是在活动过程中具体体现的,与形式化的数学知识相比,它没有明确的逻辑起点,也没有明显的逻辑结构,是动态的、隐性的和个性化的。这往往使基本活动经验处于“看不清、道不明、难把握”的尴尬境地。一、经验在经历中获得
With the revision of the new curriculum standard, “Basic Experience ” as the goal of the course was clearly put forward, the status has been further highlighted, but also by the majority of teachers attention. However, the experience of mathematical activity does not exist objectively as the basic knowledge of mathematics, basic skills and basic thought. It is based on people’s feelings and is embodied in the process of activities. Compared with the formal mathematical knowledge, it has no Clear logical starting point, there is no obvious logical structure, is dynamic, implicit and personal. This tends to make the experience of basic activities in the awkward position of “invisible, unsure, hard to grasp.” First, the experience gained in the experience