苗族文化融入二元一次方程组教学之案例
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摘要
教师以"蜡染蓝靛装桶——蜡染配套制作——演出人员分配"一系列问题来编制题目,并引导学生利用二元一次方程组知识,解决丹寨苗族生活中的实际问题.课堂教学脉络清晰,一环扣一环,紧紧围绕教学目标进行,课堂上师生相互配合,学习情绪高涨.苗族文化不但可以渗透到农村中学数学课堂,而且运用到城市中学数学课堂效果一样显著.
The teachers uses a series of "Indigo Batik barrel-batik assorted production-performance personnel assignment"to prepare topics,and guide the students to use the binary linear equation knowledge to solve practical problems in Danzhai Miao life.Classroom teaching is clear and closely linked,focusing on teaching objectives.Teachers and students cooperate with each other with high spirits; Miao culture can not only penetrate into the rural middle school mathematics classroom,but also apply to the city middle school mathematics classroom effectively.
The teachers uses a series of "Indigo Batik barrel-batik assorted production-performance personnel assignment"to prepare topics,and guide the students to use the binary linear equation knowledge to solve practical problems in Danzhai Miao life.Classroom teaching is clear and closely linked,focusing on teaching objectives.Teachers and students cooperate with each other with high spirits; Miao culture can not only penetrate into the rural middle school mathematics classroom,but also apply to the city middle school mathematics classroom effectively.
引文
[1]罗永超,张和平,肖绍菊,肖玲.苗侗数学文化与数学情境教学[M].北京:民族出版社,2015.
[2]肖绍菊.苗族服饰的数学因素挖掘及其数学美[J].贵州民族研究,2008(6):106–112.
[3]肖绍菊,陈粤媛.苗族银饰文化融入小学数学课堂的教学实践[J].凯里学院学报,2014,32(6):149-153.
[4]刘洋,肖绍菊.我是如何上“三角形的分类”这堂课的[J].凯里学院学报,2014,32(6):154-158.
[5]周秋喜,肖绍菊.把苗侗建筑文化引入小学数学课堂的教学尝试[J].凯里学院学报,2014,32(6):159-162.
[2]肖绍菊.苗族服饰的数学因素挖掘及其数学美[J].贵州民族研究,2008(6):106–112.
[3]肖绍菊,陈粤媛.苗族银饰文化融入小学数学课堂的教学实践[J].凯里学院学报,2014,32(6):149-153.
[4]刘洋,肖绍菊.我是如何上“三角形的分类”这堂课的[J].凯里学院学报,2014,32(6):154-158.
[5]周秋喜,肖绍菊.把苗侗建筑文化引入小学数学课堂的教学尝试[J].凯里学院学报,2014,32(6):159-162.