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在数学教学过程中,学生在接收有目的有计划的“明示信息”的同时,还接收大量的非预定计划的“暗示信息”。小学数学教学中如能充分利用暗示,必将大大提高课堂教学的有效性。一、挖掘和利用教材中固有的暗示因素一些教材中只有图画而没有“明示”图意,这就要求教师深入地钻研,发现其中固有的大量的暗示因素。例如小学数学教材第一册第一页,是一所学校的彩色图画。它不仅在学生喜爱的人和物上暗示着1—10各数,还蕴藏着思想品德教育的因素,使儿童在上学的第一天就受到爱学校、爱师长、爱同学的教育,为好好学习作好心理准备。
In the process of math teaching, students also receive a large number of “implied information” of unscheduled plans while receiving intentional and planned “explicit information”. If we can make full use of the suggestion in the elementary mathematics teaching, we will greatly improve the effectiveness of the classroom teaching. First, to tap and use the inherent implicit factors in the textbook Some of the textbooks are only drawings without “express” meaning, which requires teachers to drill down and found a lot of inherent implicit factors. For example, the first page of primary school mathematics textbook is the color drawing of a school. It not only implies 1-10 numbers on students' favorite objects and objects, but also contains the elements of ideological and moral education so that children can be educated by love schools, teachers and students with love on the first day of school Learning to be mentally prepared.