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在数学教学中,教师必须根据儿童的思维特点,运用直观教学使抽象的数学知识变为具体可接受的知识,使教材的知识结构内化为学生的认知结构。在运用直观手段教学时,不可忽视学生的认知水平,既不能低于学生的认知水平,也不能高于学生的认知水平。 例如,教学“平行四边形概念”时,教材要求检验一个四边形的两组对边是不是分别平行并且相等。有的教师在未指导学生的
In mathematics teaching, teachers must make use of visual teaching to make abstract mathematical knowledge into concrete and acceptable knowledge according to children's thinking characteristics, so as to internalize knowledge structure of teaching materials into students' cognitive structure. In the use of visual means of teaching, students can not ignore the cognitive level, neither below the cognitive level of students, nor above the cognitive level of students. For example, teaching the “parallelogram concept”, the textbook requires verifying that the two opposite sides of a quadrilateral are not parallel and equal, respectively. Some teachers are not guiding students