古希腊哲学家亚里士多德提出“思维自惊奇和疑问开始”,学生的思维活跃于疑问的交叉点。为此教师应依据教材内容,抓住儿童好奇心强的心理特点,精心设疑,制造悬念,刻意把一些数学知识蒙上一层神秘的色彩,使学生处于一种“心求通而未达,口欲言而未能”的不平衡状态,引起学生的探索欲望,促使其积极主动地参与学习。下面结合教学实践谈谈在小学数学课堂教学中认知冲突设置的几种方法。 Aristotle, the ancient Greek philosopher, put forward the idea that “thinking starts with surprises and doubts.” Students’ thinking is active at the crossroads of questions. To this end teachers should be based on teaching materials, to seize the psychological characteristics of children’s curiosity, carefully set suspect, create suspense, deliberately put some mathematical knowledge cast a mysterious color, so that students in a “heart but not up to , Saying out of words failed ”imbalance, causing students to explore the desire to promote their active participation in learning. The following combination of teaching practice to talk about the primary school mathematics classroom teaching cognitive conflict settings several ways.