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儿童天生具有强烈的好奇心和旺盛的探究精神,好动、好表现、好创造是他们的天性。因此,小学生的数学学习不应只是简单的概念、法则、公式的掌握和熟练的过程,而是应该具有探究性和思考性。所谓探究学习,是一种学生以自己已有知识经验和生活经验为基础,在教师指导下,面对具有一定挑战性的问题或任务,通过自主操作实践、合作交流讨论,从而获取知识、应用知识、解决问题的学习方式。进入新课程改革以来,小学数学课堂发生了许多显著的变化,其中尤以探究性学习的广泛开展为甚。许多数学教师依据新课标要求,开展形式多样、丰富多彩的探究性学习活动,在一定程度上转变了教与学的基本方式。教师应挖掘和提升探究学习更广泛而深刻的活动价值,不断优化探究学习活动设计,精准分析学情实际,精心选择探究内容,精到设计活动过程,精致积累探究经验。
Children born with a strong curiosity and strong spirit of exploration, hyperactivity, good performance, good creation is their nature. Therefore, primary school mathematics learning should not only be a simple concept, rules, formulas and skilled process, but should be exploratory and thinking. The so-called inquiry learning, is a kind of students based on their own experience of knowledge and life experience, under the guidance of teachers, face some challenging problems or tasks, through independent practice, cooperation and exchange and discussion to gain knowledge, application Knowledge, problem-solving learning. Since the reform of the new curriculum, many significant changes have taken place in the mathematics classrooms of primary schools, especially the extensive study of inquiry learning. Many math teachers in accordance with the requirements of the new curriculum, to carry out various forms, a variety of inquiry learning activities, to a certain extent, changed the basic way of teaching and learning. Teachers should explore and enhance the value of broader and deeper activities of inquiry learning, constantly optimize the design of inquiry learning activities, accurately analyze the actual conditions of learning, carefully select the content of inquiry, refine the process of designing activities, and accumulate the inquiry experience exquisitely.