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《数学课程标准》指出,数学学习不能脱离学生的生活经验和已有知识背景,要激发学生的学习兴趣,让学生在生动具体的情境中学习数学。这样的要求突出了情境在数学教学中的重要性,也给情境的设置指明了“生活化、趣味化和形象化”的方向。但是在现实教学中,很多教师感到情境像鸡肋一样食之无味弃之可惜,总是在忽左忽右中举棋不定。产生这样的问题源于对情境的把握不到位,对情境的理解有偏颇。本文结合教学实例,从三个方面来谈谈对情境的准确定位。
Mathematical Curriculum Standards pointed out that mathematics learning can not be separated from the students ’life experience and the existing knowledge background, to stimulate students’ interest in learning so that students can learn mathematics in vivid and specific situations. Such requirements highlight the importance of situations in math teaching and also set the direction of “situationalization, interest and visualization.” However, in the real teaching, many teachers feel that the situation is as tasteless as tasteless abandonment. Produce such a problem stems from the grasp of the situation is not in place, understanding of the situation biased. This article combines teaching examples, from three aspects to talk about the accurate positioning of the situation.