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《数学新课程标准》指出:“教学中,要创设与学生生活环境、知识背景密切相关的,又是学生感兴趣的学习情境,让学生在观察、操作、猜测、交流、反思等活动中逐步体会数学知识的产生、形成和发展的过程,获取积极的情感体验,感受数学的力量,同时掌握必要的基础知识和基本技能。”这就要教师实施数学教学生活化,让学生真正体验数学与生活的关系,解决生活中的问题。但在实施的过程中,由于种种原因一些教师在教学中出现了一些片面化、形式化的做法,不经意间走入了“生活化”的误区。一、生活情境形式化[案例]一位教师在执教二年级上册
The New Curriculum Standard for Mathematics states that: “In teaching, it is necessary to create a learning situation that is closely related to students’ living environment and knowledge background and is also of interest to students in such activities as observation, operation, speculation, exchange and reflection Gradually understand the process of generation, formation and development of mathematical knowledge, obtain a positive emotional experience, feel the power of mathematics, at the same time master the necessary basic knowledge and basic skills. ”This requires teachers to implement mathematics teaching life, so that students really experience The relationship between mathematics and life, to solve the problems in life. However, during the process of implementation, due to various reasons, some teachers appeared in the teaching of some one-sided, formal approach, inadvertently entered “life ” errors. First, the formal situation of life [Case] A teacher coached the second grade