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通过平时的学习和交流,作为一线教师的我们早已达成共识:义务教育阶段的数学教学,应该使学生真正理解和掌握基本的数学知识与技能,数学思想和方法,得到必要的数学思维训练,获得广泛的数学活动经验。实际的教学中,我们往往只关注学生知识的掌握与技能的形成,忽略对学生数学思想的渗透和对方法的培养。而我以为数学思想与方法才是数学素养的有效组成。基于以上思考,我以《扇形的认识》一课为例,谈一谈我的具体做法。
Through the usual study and exchange, we have already reached a consensus as a front-line teacher: Mathematics teaching in the compulsory education phase should enable students to truly understand and master basic math knowledge and skills, mathematical ideas and methods, receive necessary mathematical thinking training, and obtain Extensive experience in math activities. In the actual teaching, we tend to focus only on the mastery of students ’knowledge and the formation of skills, ignoring the infiltration of students’ mathematical thinking and the cultivation of methods. And I think that mathematical ideas and methods is an effective component of mathematical literacy. Based on the above thinking, I take “fan-shaped understanding” as an example to talk about my specific approach.