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课改后的数学教材改变了过去以文字为主、图片为辅的情况,大量的图片出现在教材中。但是图片不只是简单的插图性质,而是包含了大量的数学信息在其中,数学阅读能力差的孩子,看起数学书来相当吃力,甚至根本看不懂。这是为什么?原因就是学生根据已有生活经验,在经过语文学科训练后,对直观有条理的文字,也就是文本阅读有一定理解分析能力,而缺乏数学学科对文字、符号、图、表等信息进行处理后应有的阅读能力。一、创设阅读情境,激发学生读的兴趣
After the reform of the mathematics textbooks to change the past to the text, the picture supplemented the situation, a large number of pictures appear in the textbook. However, the picture is not only a simple illustration of the nature, but contains a lot of mathematical information in which children with poor reading ability of math, reading math books to quite difficult, or simply do not understand. Why? The reason is that students based on existing life experience, after training in the language discipline, the intuitive and organized text, that is, text reading has some understanding of the ability to analyze, and the lack of math on the text, symbols, maps, tables, etc. The information should be read after reading ability. First, create reading situations, stimulate students interest in reading