经验,由实践得来的知识和技能,它既是一个结果又是一种经历和体验。数学活动经验,也基于此。在数学活动过程中经历和感悟,借助典型材料丰富和累积,这是一种缄默知识,又将在顿悟中迸发出创造性的思维火花。对数学活动经验的关注已成为教师们的共识。如何将之融于课堂教学行为中,使其成为可操作、可触摸的教学过程呢?下面试图从学生认知的视角来观察课堂中学生活动经验的教学得失。一、经验感知的差异性需要有个体感受和共性提升的过程数学活动是个性化的学习过程,学生在问题解决的过程中有不同的思考方 Experience, knowledge and skill acquired by practice, is both an outcome and an experience and experience. Mathematical activities experience, but also based on this. Experience and perception in the process of mathematics, enriching and accumulating with typical materials, which is a kind of tacit knowledge, will spark sparks of creative thinking in epiphany. Attention to the experience of mathematical activities has become the consensus of teachers. How to integrate it into classroom teaching so as to make it an operable and touching teaching process? The following is an attempt to observe the teaching gains and losses of students ’activity experience in the classroom from the perspective of students’ cognition. First, the experience of the differences in the perception of the need for individual experience and enhance the process of common Mathematics activities are personalized learning process, students in the process of problem solving have different thinking side