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合作学习要求教师不仅仅是知识的呈现者、传递者,还要更多地关注学生的发展需求。过去由于教材的局限,教师陈旧的教学模式和思维定势,过分注重应试教学所产生的急功近利的心理,导致大多数教师忽视了“从生动的直观到抽象的思维”过程,以致使学生的认知过程残缺不全。个性得不到发展,这不仅影响了数学课堂教学的效果,更为严重的是削弱了数学课堂教学在素质教育中对学生进行思维训练的作用,也不利于全面优化学生。
Cooperative learning requires teachers not only to be the presenters and transmitters of knowledge, but also to pay more attention to the development needs of students. In the past, due to the limitations of textbooks, teachers’ old teaching methods and thinking tendency, they focused too much on the eagerness and quick-motivation of exam-oriented teaching, resulting in most teachers neglecting the process of “from vivid intuition to abstract thinking”, resulting in the recognition of students. The knowledge process is incomplete. Personality cannot be developed. This not only affects the effect of mathematics classroom teaching, but also seriously weakens the role of mathematics classroom teaching in students’ thinking training in quality education, and it is not conducive to the overall optimization of students.