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《课程标准(2011年版)》明确指出:“数学教材为学生的数学学习活动提供了学习主题、基本线索和知识结构,是实现数学课程目标、实施数学教学的重要资源。”教材是教师教学的依据,是学生获取新知的载体。教师对文本的解读是否到位,直接关系到教学目标的确立以及学生学习的效果。那么,在小学数学教学中应如何夯实文本解读,从而构建高效的课堂呢?下面从几个不同角度谈谈自己的实践与思考。一、通读文本,确定教学内容的地位数学教材有它编排的教学体系和逻辑结构,很多知识领域的呈现都是循序渐进、螺旋上升的。首先必须通读整套教材,在整体上从一定的高度去思考学生的数学学习;其次
The Standard for Curriculum (2011 Edition) clearly states: “Mathematics textbooks provide students with learning topics, basic clues and knowledge structures for math learning activities, and are important resources for implementing the goals of mathematics curriculum and implementing mathematics teaching.” The textbook is a teacher The basis of teaching is a carrier for students to acquire new knowledge. Teachers’ interpretation of the text is in place, directly related to the establishment of teaching objectives and the effect of student learning. So, in the primary school mathematics teaching how to consolidate the text interpretation, so as to build efficient classroom? Here are several different angles to talk about their own practice and thinking. First, read through the text to determine the status of teaching content Mathematics textbooks have its choreographed teaching system and logical structure, many areas of knowledge are presented in a gradual, spiral. First of all, we must read through the whole set of teaching materials to think about students’ mathematical learning from a certain height as a whole. Secondly,