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在数学教学中培养孩子的情感、态度、价值观,是一种潜移默化的渗透。可以从以下三方面展开。一、培养合作交流、共同探索的习惯有一次,我去外校上了一节北师大实验教科书一年级“前后”的课,我用龟兔赛跑的故事引入,黑板上画着一座大山,两边分别留下了两只乌龟和两只小白兔的图片。随后,我让学生观察森林运动会的挂图,目的是培养学生的观察能力,然后提出问题,意在培养孩子们概括、归纳与口语表达能力,在这期间,允许学生同位讨论,因为对于刚入学两个月的一年级的孩子,小组人数太多,成效不够明显,总需逐步引导。可是,当我让学生讨论时,孩子们笑了,他们对“讨论”这个词很陌生。我就说:
In mathematics teaching to develop children’s emotions, attitudes, values, is a subtle infiltration. Can start from the following three aspects. First, to cultivate cooperation and exchange, to explore the common practice Once, I went to a foreign school on a first-year experimental textbook Beijing Normal University “before and after” class, I used the story of a tortoise and hare race, blackboard painted a mountain, On both sides were left two turtles and two white rabbits pictures. Later, I asked students to observe the wall map of the forest games, the purpose is to develop students’ observation skills, and then raise questions, intended to develop children’s ability to summarize, summarize and express their language, during which students are allowed to discuss the same place, First-month children, the group too many people, the effect is not obvious enough, always need to gradually guide. However, when I asked the students to discuss, the children laughed and they were unfamiliar with the term “discussion.” I said: