皮亚杰认为,逻辑数理知识的形成不是产生于静止的感知,而是产生于主体对客体所施加的动作,即主体的感性活动之中。因而,活动是连接主、客体的桥梁。在教学过程中要放手让学生去动手、动脑探索,获得丰富的活动经验,然后通过反省和抽象,逐步形成和发展自己的认知结构。下面结合教学实践谈几点认识。一、几何知识教学:借助活动建立表象数学是研究数量关系与空间形式的科学。在小学数学教学中,空间与图形领域的知识占了相当大的比例。如何针对学生的认知特点,组织好这部分内容的学习呢?皮亚杰说,儿童的几何是“自发”的几何。也就是说,儿童是通过自主活动来认识和构建自己的几何的。因此,在进行这部分 Piaget believes that the formation of logical mathematical knowledge does not arise from the static perception, but from the action the subject exerts on the object, that is, the subject’s emotional activity. Therefore, activity is the bridge that connects the subject with the object. In the process of teaching, let go let students go hands-on, brain exploration, access to rich experience in activities, and then through reflection and abstraction, and gradually form and develop their own cognitive structure. The following combination of teaching practice to talk about some understanding. First, the teaching of geometric knowledge: the use of activities to establish the appearance of Mathematics is to study the relationship between quantity and space form of science. In elementary mathematics teaching, knowledge of space and graphics accounts for a considerable proportion. How to organize the learning of this part of the students’ cognitive characteristics? Piaget said that children’s geometry is “spontaneous ” geometry. In other words, children recognize and build their own geometry through autonomous activities. Therefore, in carrying this part