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数学教师都知道抓好概念教学是提高数学课堂教学质量的关键。因此在教学实践中,广大教师常把语文教学中用的方法移植到数学课堂:抄写、背诵、默写。尽管如此,我们还是会发现这样的现象:学生数学概念倒背如流,实际运用一塌糊涂。这是为什么呢?我想问题的关键是学生未能真正建构数学概念。学生建构数学概念其实就是对客观事物的本质属性进行抽象概括的过程,也是舍弃非本质属性的过程。但我们发现小学生对概念的把握与理解,往往对概念的本质属性会顾此失彼,缺乏系统性
Mathematics teachers all know that to grasp the concept of teaching is to improve the quality of mathematics classroom teaching key. Therefore, in teaching practice, the majority of teachers often use the method of language teaching to mathematics classroom: copy, recite, silent copy. Nevertheless, we still find this phenomenon: the mathematical concepts of students backwards, the actual use of a mess. Why is this? The point I want to ask is that students fail to really construct math concepts. Students construct mathematical concepts are actually the process of abstract summarizing the essential attributes of objective things, and also the process of discarding non-essential attributes. However, we find that primary school students’ grasp and understanding of concepts tend to overlook the essential nature of concepts and lack systematicness