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时下,创新教育已不再是个新鲜话题了。早在轰轰烈烈的新课程改革之初,小学数学新课程标准就指出:在教学过程中,教师要充分发挥创造性,依据学生的年龄特征和认知水平,设计探索性和开放性的问题,给学生提供自主探索的机会。逐步培养学生的创新意识,形成初步的探索和解决问题的能力。于是乎,在我们的数学课堂上,再也摆脱不了创新这一理念。教学行为上处处以培养学生的创新意识来体现对新课改不折不扣的贯彻和实施。因此,关于如何发掘学生创新意识理解偏差油然而生。
Nowadays, innovation education is no longer a fresh topic. As early as the vigorous reform of the new curriculum, primary school mathematics new curriculum standards pointed out: In the teaching process, teachers should give full play to creativity, based on the age characteristics of students and cognitive level, design exploratory and open issues, to students Provide opportunities for self-exploration. Gradually develop students’ innovative awareness, the formation of a preliminary exploration and problem solving skills. Ever since, in our math class, we can not get rid of the idea of innovation. Teaching behavior everywhere to cultivate students’ innovative awareness to reflect the new curriculum reform and implementation of the letter. Therefore, how to find out the students’ innovative consciousness to understand the deviation arises spontaneously.