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美国学者怀特认为:文化的特征是存在于个人意识之外并不依赖个人意识,个人通过学习其他个、群体的习俗、信仰和技术来获得文化。小学数学作为人类文化成果的重要组成部分,其内涵相当的丰富,其学习过程包含着知识的构建、能力的提升,以及情感、态度价值观方面的收获,让学生经历数学知识的探究过程。我们要让学生在数学学习中感受博大精深的文化底蕴,产生文化共鸣,感受数学的新、奇、趣、实。
American scholar White argues that the characteristic of culture is that it exists outside of individual consciousness and does not rely on personal consciousness. Individuals acquire culture through learning from other groups, customs, beliefs and techniques. As an important part of human cultural achievement, elementary mathematics has rich connotation. Its learning process includes the construction of knowledge, the improvement of ability, the harvest of values of emotion and attitude, and the students’ experience of mathematical knowledge. We want students to experience the rich and profound cultural heritage in mathematics learning, creating cultural resonance and feeling the new, extraordinary, interesting and real of mathematics.