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策略的学习是一个根据学生的年龄和思维特点循序渐进的过程,贯穿于小学数学全部的课程内容中。一、二年级的数学教材尽管没有专门解决问题的策略的单元,但也涉及了较多的解决简单实际问题的教学。怎样适当加强对低段学生数学解题策略的指导,初步渗透数量关系,优化学生的思维品质,提高解题能力,也为进入中高段学习解决问题的策略打下一定的基础。一、语言析图的策略低年级教材都是以情境图作为呈现“解决问题”的方式,学生直
Strategy learning is a gradual process based on the characteristics of the student’s age and thinking, which runs through the entire curriculum of elementary mathematics. Although mathematics textbooks in the first and second grades have no unit of strategy to solve the problem, they also involve more teaching to solve simple and practical problems. How to appropriately strengthen the guidance of low-level students in math problem-solving strategies, preliminarily infiltrate the quantitative relationship, optimize the students’ thinking qualities, and improve their ability to solve problems, and lay a solid foundation for entering the middle and high-level strategies for solving problems. First, the language of the map strategy Low grade textbooks are based on the situation as a rendering of “problem-solving” approach, students straight