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自从我国著名儿童教育家李吉林老师创立“情境教育”理论以来,情境教学在课堂遍地开花。情境教育理论为课堂注入了活力,情境教学的核心在于激发学生情感,不同学科的情境教学还应具有各自的价值,数学学科中情境的创设除了激发学生积极情感,提高学习兴趣外,还应调动学生生活经验,激活学生思维,催发学生思考。数学教学情境的创设有着数学学科所独特的要求,数学课堂教学情境应当富有数学味道,体现数学魅力,数学味道是生活味道、思考味道、情感味道。
Situational teaching has flourished in the classroom since the founding of “situational education” by our famous Chinese child educator Li Jilin. Situational education theory injects vitality into the classroom. The core of situational teaching is to stimulate students ’emotions. Situational teaching in different disciplines should also have its own value. In addition to stimulating students’ positive emotions and enhancing their interest in learning, the creation of situations in mathematics should be mobilized Student life experience, activate student thinking, reminders of students thinking. The establishment of mathematics teaching situation has the unique requirements of mathematics subject. The mathematics classroom teaching situation should be full of math taste and embody the charm of mathematics. The math taste is the taste of life, the taste of taste and the taste of emotion.