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新课程背景下的教材分析不是就事论事的、狭义的对教材内容的分析,而是基于学生发展和学科结构的整体分析,即在宏观理念指导下的微观内容分析。也就是教师必须了解课程的基本理念和要求,从课程目标的高度上审视教材;细致地通读教材,从教材结构的宽度上分析教材;了解数学思想方法的内涵,从学科精髓的深度上把握教材。宏观把握教材,有助于教师从课程理念、教材结构、数学精髓的角度读懂、吃透教材的每一幅图、每一句话,甚至每一道习题的含义,从而使微观文本教材的分析更具有高度、宽度和深度。
The textbook analysis in the context of the new curriculum is not a matter-of-fact, a narrow analysis of the content of the textbooks but a holistic analysis based on student development and subject structure, ie, micro-content analysis under the guidance of macroscopic concepts. That is, teachers must understand the basic concepts and requirements of the curriculum, from the perspective of the curriculum objectives to examine textbooks; meticulous reading of textbooks, textbooks from the width of the textbook structure analysis; understand the connotation of mathematical thinking methods, grasp the essence of the material from the depth of the textbook . Macroscopically grasping the teaching materials helps teachers to read and understand each picture, every sentence, and even the meaning of each exercise from the perspectives of the concept of the curriculum, the structure of teaching materials and the essence of mathematics so as to make the analysis of the texts of the micro texts more relevant Height, width and depth.