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创设教学情境,不仅可以使学生更容易掌握数学知识和技能,而且能让学生更好地体验教学内容中的情感,使原本枯燥的、抽象的数学知识变得生动形象和饶有兴趣。一、引用故事形式创设情境以讲故事的形式来创设情境,能让学生更快地投入到教学活动中去,数学故事、典故有时反映了知识形成的过程,有时反映了知识点的本质,用这样的故事来创设问题的情境不仅能加深学生对知识的理解,还能激发学生对学习数学的兴趣。如在开始教学分数时,可用《西游记》的故事来引入:
Creating a teaching situation not only makes it easier for students to master math knowledge and skills, but also enables students to better experience the emotion in teaching contents so that the original boring and abstract math knowledge becomes vivid and interested. First, the use of story forms to create situations to create situations in the form of storytelling, allowing students to invest more quickly into teaching activities, mathematical stories, allusions sometimes reflects the process of knowledge formation, and sometimes reflects the essence of knowledge points, with Such stories to create the context of the problem can not only deepen students ’understanding of knowledge, but also stimulate students’ interest in learning mathematics. As in the beginning of teaching scores, available “Journey to the West” story to introduce: