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小学生对数学的感知正处于由具体形象思维逐渐转为抽象逻辑思维的过渡阶段,虽然逻辑思维得到一定的发展,但仍以形象思维为主。同时,小学生处在活泼好动的年龄,喜欢探索和发问,但理解和接受能力受到客观制约。数学教师和教研人员应从教学内容的设计、教学方式的选择以及教学过程的安排等方面去迎合小学生的认知和心理特点,进行有计划的教学,提高教学质量。本文结合教学实例分析了小学数学学习特点对教学的影响。
Pupils’ perception of mathematics is at the transitional phase from concrete image thinking to abstract logical thinking. Although logical thinking has been developed to a certain extent, it still focuses on image thinking. At the same time, pupils are lively and active age, like to explore and ask questions, but their understanding and acceptability are subject to objective constraints. Mathematics teachers and teaching and research staff should meet the cognitive and psychological characteristics of pupils in terms of the design of teaching contents, the choice of teaching methods and the arrangement of teaching process so as to carry out planned teaching and improve teaching quality. This article analyzes the impact of primary school mathematics learning characteristics on teaching by combining teaching examples.