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新《数学课程标准》在关于课程目标的阐述中,首次大量使用了“经历(感受)、体验(体会)、探索”等刻画数学活动水平的过程性目标动词,从而更好地体现了数学学习对学生在数学思考、解决问题以及情感与态度等方面的要求。具体而言,就是在数学学习的过程中,要让学生经历知识与技能形成与巩固过程,经历数学思维的发展过程,经历应用数学能力解决问题的过程,从而形成积极的数学情感与态度。
In the elaboration of curriculum objectives, the new Mathematical Curriculum Standard makes the first extensive use of procedural verbs that describe the level of mathematical activity, such as experience, feeling, exploration, etc., so as to better reflect the Mathematical study of students in mathematical thinking, problem solving and emotional and attitude requirements and so on. Specifically, in the process of mathematics learning, students should experience the process of forming and consolidating knowledge and skills, experiencing the development process of mathematical thinking, and experiencing the process of applying mathematical ability to solve the problems so as to form positive math emotion and attitude.