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在教学“圆的认识”这一课时,很多教师会把圆的概念、半径、直径及其关系作为教学的重点,会选择折一折、比一比、量一量的方式进行数学活动,用告诉、发现的方式让学生认识这些概念;在教学用圆规画圆时会总结详细的画圆步骤,让每位学生掌握画圆的方法:在渗透数学文化时,会非常重视数学知识的人文背景,向学生充分展示圆的文化内涵,但在基本的数学知识与数学能力方面,学生没有得到数学的理性概括。这样学习知识,除了为学生的知识储备搭建必要
In the teaching, “Circle of Knowledge” this class, many teachers will circle the concept, radius, diameter and their relationship as the focus of teaching, will choose to fold a discount, than a one-on-one measure of mathematics activities , Telling and discovering ways to make students aware of these concepts; in the teaching of compasses, the circle will summarize the detailed painting steps, so that each student can master the method of drawing a circle: in the infiltration of mathematics culture, will attach great importance to mathematical knowledge Humanities background, to fully demonstrate the cultural connotation of the students, but in the basic mathematical knowledge and mathematical ability, the students did not get the mathematical rationales. Learning knowledge in this way, in addition to building the necessary knowledge of students