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苏教版教材在安排“空间与图形”这一内容时,打破了常规的“先形后体”格局,而是采取了“先体后形”的策略,即在一年级上册安排了“体”的认识,一年级下册安排了“形”的认识,为何苏教版这样独辟蹊径呢?这主要是因为要考虑学生的认知发展规律,要知道人们在认识事物时一般都是从粗略的整体感知开始,然后对物体进行细致观察和局部研究,教材中所呈现的“面”、“形”都是附着于一个个具体可感的“体”上,我们只有带领学生对具体事物进行整体感
The textbooks of the Sujiao Textbook break the conventional pattern of “antecedent rear body” when arranging the content of “space and figure”, but take the strategy of “preconditioning and posterior”, that is, Grade arranged on the book “body ” understanding, the first grade under the book arranged “shape ” understanding, why the Soviet version of this unique way? This is mainly due to students to consider the law of cognitive development, to know people When we know something, we usually begin with the rough perception of the whole, and then observe and study the objects carefully. The “”, “” and “” shapes in the textbook are all attached to one specific sensible “Body ”, we only lead the students to the overall sense of specific things