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让学生在生动有趣的情境中学习数学是数学新课程标准的重要理念之一。随着新课程改革的不断深入,数学课堂上创设情境的重要性已经成为广大数学教师的共识,并且在数学课堂教学中被广为应用。但是,在一些大大小小的公开教学中,有些教师为了体现这种理念,博取听课教师的好评,或者是对这一理念认识比较肤浅,为了情境而创设情境:在创设情境时只注意到情境的生动性、生活性、开放性,而不讲究数学情境的实效性、时效性、定向性、探究性,使得情境没有发挥其应有作用,而常常使数学课堂陷于“尴尬”之地,留下了一些遗憾,也引起了我深深的思考。
Having students learn math in vivid and interesting situations is one of the key concepts in the new curriculum standard for math. With the continuous deepening of the new curriculum reform, the importance of creating situations in mathematics classrooms has become the consensus of the majority of mathematics teachers and is widely used in mathematics classroom teaching. However, in some large and small public teaching, some teachers in order to embody this idea, to win the praise of lecture teachers, or understanding of the concept of the more superficial, to create situations for the situation: the creation of situations only to notice the situation The vividness, the life and the openness of the mathematics classroom, but does not pay attention to the actual effect, the timeliness, the orientation and the inquiry of the mathematics situation, which makes the situation not play its due role, and often causes the mathematics classroom to be trapped in the position of “embarrassment” , Leaving some regret, also caused me deep thinking.