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思考起于问题,学习源于情境。《数学课程标准》之“课程实施建议”中明确指出:第一学段要让学生在生动具体的情境中学习数学;第二学段要让学生在现实情境中体验和理解数学。由此可见,情境创设是一项重要的教学策略,我们要积极创设有效的数学教学情境,提高课堂教学效率。从情境创设的时机及作用来看,可以灵活安排在课始引入新课时、课中进行练习时、课末总结回顾时。一、课始创设情境,一石激起千层浪,激趣生疑,引入新课
Thinking from the problem, learning from the situation. Mathematics Course Standard “Curriculum Implementation Suggestions ” made it clear: the first period for students to learn mathematics in a vivid concrete context; the second period for students to experience and understand mathematics in the real situation. This shows that the situation is an important teaching strategy creation, we must actively create effective teaching of mathematics to improve classroom teaching efficiency. According to the timing and role of situation creation, it can be flexibly arranged when introducing new classes in class, practicing in class, and reviewing the final class. First, the beginning of the lesson to create a situation, a stone aroused Melaleuca waves excitedly suspicious, the introduction of a new lesson