课堂上,老师为了促进学生更好地思考,常会下意识地转换自己的角色,站在学生的立场,用学生的思维来思考,应该说这是一种可喜的变化。但老师这种“儿童化”了的思维,会不会忽略了数学本身的特质,而带来另一种负面的影响呢?我们看三个案例:一、“惯性化”的思维案例一:分数的意义(苏教版五年级)在学生了解了分数的意义后,教师出示下面的图形,让学生判断涂色部分是否为去。 In class, in order to encourage students to think better, teachers often change their roles subconsciously, stand in the position of students and think with students’ thinking. This is a welcome change. However, this “child-oriented” thinking of teachers will not neglect the nature of mathematics itself, but bring about another negative impact? We look at three cases: First, “inertia” Thinking Case 1: The Meaning of Scores (Su Jianban Grade 5) After the students understand the meaning of the scores, the teacher presents the following graphics so that the students can judge whether the painted parts are going.