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随着后“新课改”时代的到来,教师在研读教材的基础上,设计与学生生活经验、认知水平相切合的情境,可以是故事、游戏,也可以是图片、视频,能引发学生思考,让他们从情境出投离出概念、定理、公式,并利用它们解决实际问题。但这样的安排却值得商榷,每个课时对应的练习情境不尽相同,呈现出的练习不充分,是否有利于学生非智力因素的培养?学习是一个有意义建构知识的过程,是在旧知的作用下丰富自己认知结构的过程。在新知进入的过程中,学生原有的经验发生改
With the arrival of the era of “new curriculum reform”, based on the teaching materials, teachers design situations that are in line with the students’ life experience and cognition level. They can be stories, games, pictures, videos, Trigger students to think, let them cast out concepts, theorems, formulas from the situation, and use them to solve practical problems. However, such an arrangement is worth discussing. Each lesson corresponds to a different situation of practice, which shows that the practice is inadequate and is not conducive to the cultivation of students’ non-intelligence factors. Learning is a meaningful process of constructing knowledge, Under the action of enriching their own cognitive structure. In the new knowledge into the process, the original experience of students changed