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一、利用教具,在感知的基础上建立数学概念瑞士心理学家皮亚杰的研究表明,儿童的智力活动是与他对周围物体的作用密切联系在一起的,原苏联心理学家加里培林也认为,儿童的智力活动是在对物体(或物体的代替物,如模型、标本等)的动作中形成的。也就是说,儿童的理解来自他们作用于物体的活动。数学具有高度的抽象性,教学中,小学生往往因缺乏感性经验而难以理解教师用语言传授的数学知识。他们只有通过亲自操作,在获得直接经验的基础上才能进行正确的抽象和概括,以形成数学的概念和法则。因此,充分地利用教具,由实际操作开始进行数学教学,对于小学生尤其是低年级小学生是非常重要的。例如,在一年级20以内的进位加法教学中,凑10法的教学是一个难点。此时在学生头脑中还未形成进位的概念,两数之和如果大于10,这个超出了个位数的10应该往哪里摆放,使他们感到困惑。此时教
First, the use of aids, the perception of mathematical concepts based on the establishment of Swiss psychologist Piaget's research shows that children's intellectual activity is closely related with the role of the surrounding objects together, the former Soviet psychologist Garibalin It is also believed that children's mental activity is formed in the action of objects (or objects' substitutes, such as models, specimens, etc.). That is, children's understanding comes from their activity on the object. Mathematics has a high degree of abstraction. In teaching, primary school students often find it difficult to understand the mathematical knowledge taught by teachers in language because of their lack of perceptual experience. They can only make the correct abstraction and generalization based on their direct experience by operating in person to form the concepts and laws of mathematics. Therefore, making full use of teaching aids and starting teaching mathematics from the actual operation are very important for primary school students, especially those in lower grades. For example, in the first year plus 20 plus addition teaching, Minato 10 teaching is a difficult task. At this point in the minds of students have not formed the concept of carry, if more than 10 and the sum of two, beyond the single digits 10 should be placed where to make them confused. Teach at this time