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与数感一样,符号感作为数学教学内容之一,也是首次出现在《数学课程标准(实验稿)》中。符号是人们进行数学表达、计算、推理、交流的工具,培养符号意识是促进数学思考、提升数学素养的需要。但学生的符号意识不是一朝一夕就可以建立的,而是贯穿于小学、中学数学学习的全过程之中,伴随着学生数学思维的提高而逐步发展。小学数学教学中,我们应结合相关内容,引导学生经历符号化的过程,理解符号的意义,逐渐体会符号的作用,初步学会运用符号解决简单的实际问题,把符号意识的培养落实在具体的教学过程中。
As with the sense of number, the sense of symbol as a part of mathematics teaching is also the first time appeared in “Mathematics Curriculum Standard (experimental draft)”. Symbol is a tool for people to express, calculate, reason and communicate in mathematics. Developing symbolic awareness is necessary to promote mathematical thinking and improve mathematical literacy. However, the symbolic awareness of students can not be established overnight, but throughout the whole process of primary and secondary mathematics learning, and gradually developed along with the improvement of students' mathematical thinking. In elementary mathematics teaching, we should guide students through the process of symbolization, understand the meaning of symbols, understand the function of symbols gradually, learn how to use symbols to solve simple practical problems, and implement the cultivation of symbol consciousness in specific teaching Process.