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笔者从课堂教学观察的视角发现:孩童数学思维“弱化”现象自新课程以来一直存在。在“思维弱化”的教学空间中,孩童的思维处于被割裂、被替代、被强行“拔高”的状态。孩童渐渐表现出不愿思考、不会思考,甚至不思考的样态。一、孩童数学思维的“弱化”现象有的教师育人意识不强,在封闭教案的长期牵引下,课堂中“流行”一些“思维弱化”现象。本文,对以下三种“思维弱化”现象进行解析,探寻提升孩童数学思维的
From the perspective of classroom teaching and observation, the author discovers that the phenomenon of “weakening” in children’s mathematical thinking has existed since the new curriculum. In the teaching space of “thinking weakened”, the child’s thinking is in a state of being divided, replaced and forcibly “ascended”. Children gradually show the style of refusing to think, not thinking, not even thinking. First, the child ’s mathematical thinking “weakening ” phenomenon Some teachers are not strong sense of educating people, in the closed lesson plan long-term traction, the classroom “popular ” some “thinking weakening ” phenomenon. This article, the following three kinds of “thinking weakened” phenomenon to resolve, to explore ways to improve children’s mathematical thinking