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在以往的小学数学教学中,教师非常重视数学知识的教学,很少关注这些数学知识与学生的实际生活有哪些联系。学生学会了数学知识,却不会解决与之有关的实际问题,这就造成了知识学习与知识应用的脱节,学生也感受不到数学的趣味和作用。这次数学课程改革,新课标十分强调数学与现实生活的联系,要求数学教学要紧密联系学生的生活实际,从学生的生活经验和已有的知识出发,创设生动有趣的情境,让学生在数学活动中掌握基本的数学知识和技能,初步学会从数学的角度去观察事物,思考问题,增强应用数学的意识。但由于一些教师认识上的绝对化,在实际教学活动中时时强调实践,处处联系生活,甚至用“生活味”取代了数学教学应具有的“数学味”。作为一节数学课,究竟该如何把“生活味”和“数学味”融为一体,防止从一个极端走向另一个极端?这里摘录了几个比较成功的教学案例,意在从不同的角度进行分析与阐述。
In the past, primary school mathematics teaching, teachers attach great importance to the teaching of mathematical knowledge, seldom concerned about these mathematical knowledge and students what the actual life. Students learn mathematics knowledge, but they will not solve the practical problems related to them, which leads to the disconnection between knowledge learning and knowledge application. Students also can not feel the taste and function of mathematics. The reform of mathematics curriculum, the new curriculum standard stresses the connection between mathematics and real life, requiring mathematics teaching should be closely linked with the students 'actual life, starting from the students' life experience and existing knowledge, create vivid and interesting context for students Mathematical activities to master the basic mathematical knowledge and skills, initially learned from a mathematical perspective to observe things, think about the problem, and enhance the awareness of applied mathematics. However, due to the absolute cognition of some teachers, practicing teaching activities always emphasize practice and contact with life everywhere, and even replace the “mathematical taste” that mathematics teaching should have with “life style”. As a math class, how to integrate “life taste” and “math taste” to prevent from one extreme to the other extreme? Here are a few more successful teaching cases, which are intended to be conducted from different perspectives Analysis and elaboration.