在计算教学中,教师要为学生智慧地选择和加工学习材料,以引发质疑,使学生主动地学习,让计算学习不是简单的模仿、机械的训练,而是策略的运用、方法的渗透和思维的训练。数学学习材料包括主题图、问题和习题以及操作材料等,是学生从事数学活动的基本载体,直接影响着学生知识的获取和能力的提升,决定着学习活动能否生动活泼地展开。在实践中我们发现,与“空间与图形”领域探究味十足的学习材料相比,计算教学的学习材料往往显得随意、粗糙,典型性欠缺,启发性不足。因此,计算教学需要精心选择学习材料,让学生在材料支持下,积累计算经验,丰富计算策略,提升数学 In calculating teaching, teachers should select and process learning materials intelligently for students to arouse suspicion and make students take the initiative to learn, so that computational learning is not a simple imitation, mechanical training, but the application of tactics, infiltration of methods and thinking Training. Mathematical learning materials, including thematic maps, questions and exercises, as well as operational materials, are the basic carriers of mathematics activities that directly affect the acquisition of students’ knowledge and ability to improve, which determines whether the learning activities can be carried out lively and vividly. In practice, we find that computational learning materials tend to be random, rough, lacking in typicality, and lack of enlightenment compared with the explorative materials in the “space and graphics” field. Therefore, the calculation of teaching needs careful selection of learning materials, so that students in the material support, the accumulation of computing experience, rich computing strategies to improve mathematics