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数学情境教学设计意在让学生能够产生“设身处地”的情境效应,力图使学生能够有效调动各个感官参与数学思维活动,而情境教学的推行丰富了数学教学的形式,使数学教学效果得到了一定的提升.然而,实践证明,情境教学如果没有处理好一些关系,很可能会造成一些负面效应,使得教学效果大打折扣.我们认为,数学教学情境设计必须处理好以下四对关系,使得教学效果更为理想.1倾实性与可隔性
The teaching of mathematical situation is intended to enable students to produce situational effects that “put themselves in the same place” and try hard to enable students to effectively mobilize various senses to participate in mathematical thinking activities. The implementation of situational teaching enriches the form of mathematics teaching and gives the result of mathematical teaching However, practice has proved that situation teaching, if not deal with some relationships, is likely to cause some negative effects, making the teaching effect greatly reduced.We believe that the design of mathematical teaching context must handle the following four pairs of relationships, making the teaching effectiveness More ideal .1 Pouring and separability