一、重视情境教学,诱发应用意识1.知识渗透、暗示性教学。利用环境布置、平时谈话或游戏、小制作等,使学生不知不觉地熟悉了将要学习知识的背景,为新的学习做了准备。如:教学“时、分、秒的认识”之前,我们在教室前挂了一只大钟,让学生进出教室或课余时熟悉时钟;平时上课有意识地让学生口算1分钟题,休息40分钟等,让学生体会“时、分、秒”的经过和长短。2.课堂中的情境教学。学生掌握了某项数学 First, attach importance to situational teaching, induced awareness of the application of 1. Knowledge infiltration, suggesting that teaching. The use of environmental arrangements, usually talk or games, small productions, etc., so that students unknowingly familiar with the background of knowledge to be learned for the new study to prepare. Such as: teaching “hours, minutes, seconds of recognition ” before, we hung a clock in front of the classroom, so that students are familiar with the clock when entering or leaving the classroom or after class; usually consciously allow students to count 1 minute question, rest 40 Minutes, etc., so that students experience “hours, minutes and seconds ” after and length. 2. Situational teaching in the classroom. The student mastered a math