小学数学活动设计初探
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摘要
小学数学活动的本质特征在于必须有高层次数学思维的参与。学生在具体的问题情境中合作探究,经历观察、操作、讨论、交流、猜测、验证等思维过程,逐步理解数学问题的提出、数学概念的形成和数学结论的获得,发展相应的数学思考能力。数学活动设计的要义在于:活动起点指向数学化,活动过程体现数学思想,活动结果积累思维经验。
The essential characteristics of primary school mathematics activity lie in the necessity of participation of high-level mathematics thinking.Students cooperates with each other in concrete problem situations to go through observation,operation,discussion,communication,guessing,analysis and testing so that they can gradually understand the mathematics questions,formation of mathematics concepts and arrival of mathematics conclusion to develop their corresponding ability of mathematics thinking.The essence of such design resides in the starting point oriented towards mathematics,the process of activity embodying mathematics thoughts,and the results of activity accumulating thinking experience.
The essential characteristics of primary school mathematics activity lie in the necessity of participation of high-level mathematics thinking.Students cooperates with each other in concrete problem situations to go through observation,operation,discussion,communication,guessing,analysis and testing so that they can gradually understand the mathematics questions,formation of mathematics concepts and arrival of mathematics conclusion to develop their corresponding ability of mathematics thinking.The essence of such design resides in the starting point oriented towards mathematics,the process of activity embodying mathematics thoughts,and the results of activity accumulating thinking experience.
引文
[1]王林.小学数学课程标准研究与实践[M].南京:江苏教育出版社, 2011:24-25.
[2]邓友祥.数学活动的特质与有效教学策略[J].课程·教材·教法, 2009(8):38-42.
[3]弗赖登塔尔.作为教育任务的数学[M].陈昌平,唐瑞芬,译.上海:上海教育出版社, 1995:124.
[4]郭玉峰,史宁中.“数学基本活动经验”研究:内涵与维度划分[J].教育学报, 2012(10):23-28.
[2]邓友祥.数学活动的特质与有效教学策略[J].课程·教材·教法, 2009(8):38-42.
[3]弗赖登塔尔.作为教育任务的数学[M].陈昌平,唐瑞芬,译.上海:上海教育出版社, 1995:124.
[4]郭玉峰,史宁中.“数学基本活动经验”研究:内涵与维度划分[J].教育学报, 2012(10):23-28.