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新课程理念要求改变课程实施过程中过于强调接受学习、死记硬背、机械训练的现象,提倡学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力。在聋校数学教学研究中,听障学生的思维发展与听力正常学生的思维发展总趋势大致相同,但由于听障学生言语形成和发展的迟缓、困难,他们的思维表现出更大的具体形象性,经验性思维占优势。相对来说,他们的自主性学习能力较弱,依赖性较强。怎样引导聋生在数学中进行自主学习?根据建构主义教学理论,我们在数学课堂中采用支架式教学,即确立了“尝试——自学——指导”教学方式进行课堂教学,教师为学生的知识建构提供一种概念框架。在教学中,教师起初的引导帮助可以多一些,以后逐渐放手让学生自己探索,最后做到学生自主地在概念框架中继续攀升。
The new curriculum concept calls for changing the phenomenon of accepting learning, rote memorization and mechanical training in the process of implementing the curriculum. Students are encouraged to participate, be willing to explore, be diligent in their hands, and develop their ability to collect and process information. In deaf school mathematics teaching and research, the thought development of hearing-impaired students is generally the same as that of students with normal hearing. However, due to the slow and difficult speech formation and development of hearing-impaired students, their thinking shows a bigger concrete image Sexual, empirical thinking is dominant. Relatively speaking, their ability to learn autonomically is weak and highly dependent. How to guide the deaf students in mathematics to carry out autonomous learning? According to the constructivism teaching theory, we adopt the scaffolding teaching in the mathematics classroom, that is, establish the teaching mode of “try-self-study-guidance” The knowledge construction provides a conceptual framework. In teaching, teachers can help guide more at first, then gradually let the students explore for themselves, and finally make the students continue to climb autonomously in the conceptual framework.