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知识的内化需要感受、体验、操作、交流和概括,让智障学生亲自经历知识的发生与发展过程,享受一次次成功发现的乐趣,这无疑有助于把客观的数学知识结构内化为个体的认知结构,有助于教师的主导作用和学生的主体作用得到充分协调的发展,有助于激发学生学习数学的兴趣、信心和勇气,有助于培养学生自主学习、勇于创新的习惯。
The internalization of knowledge needs feeling, experience, operation, communication and generalization, so that students with intellectual disabilities personally experience the occurrence and development of knowledge and enjoy the fun of success and failure, which undoubtedly helps internalize the objective mathematical knowledge structure into individuals The cognitive structure helps teachers to achieve the leading role and students ’main role fully coordinated development, helps to stimulate students interest in learning mathematics, confidence and courage, helps to develop students’ autonomous learning and brave new habits.