论文部分内容阅读
义务教育数学课程目标层次分为横向层次(知识技能、数学思考、解决问题、情感态度与价值观)和纵向层次(第一、二、三学段),其中第一学段(1～2年级),第二学段(3～6年级),第三学段(7～9年级)。本文所要阐述的是第二至三学段部分知识点之间的衔接。学段的基础知识呈现方式与数学整体性之间是一对矛盾综合体。解决矛盾的方法,一是问题情境的呈现,二是知识的整合,三是解决问题的策略。在第二学段,应通过解决实际问题培养学生的数感,增进学生对运算意义的理解,从实际问题中抽象出数量关系,建立数学模型,找出数量关系中的规律性;加强数形之间和数式
Compulsory education math curriculum level is divided into horizontal level (knowledge and skills, mathematical thinking, problem solving, emotional attitudes and values) and vertical level (first, second and third), of which the first semester (grade 1 ~ 2) , The second semester (grades 3 to 6), the third semester (grades 7 to 9). What this text elaborates is the connection between some knowledge points in the second to the third semester. There is a contradiction between the presentation of the basic knowledge of a course and the mathematical integrity. First, the presentation of the problem context, second, the integration of knowledge, and third, the solution to the problem. In the second semester, we should cultivate students ’sense of number by solving practical problems, enhance students’ understanding of operational meaning, abstract the quantitative relationship from the actual problems, establish mathematical models and find out the regularity in quantitative relations. Between and the number