想像力在小学数学及教学中的实践与运用,这个问题包含了两层意思,其一是想像力在学生学习时的实践与运用。其二是想像力在教师教学中的实践与运用。在以往的小学数学教学过程中,往往考虑得更多的是学生的感知、认知、记忆、思维等因素的作用,对诸如情感、意志、想像力等非理性因素却考虑甚少,本文意在结合自己具体教学的实践就想像力在小学数学教学中的实践作一论述,不当之处还望关心教育,有志于教育的同行多多指正。 Imagination in primary school mathematics and teaching practice and use of this issue includes two meanings, one is the imagination in student learning practice and use. The second is the practice and application of imagination in teachers’ teaching. In the past process of primary school mathematics teaching, students often think more about the role of perception, cognition, memory, thinking and other factors, and have little consideration for irrational factors such as emotion, volition and imagination. Combined with their own specific teaching practice on the imagination in primary school mathematics teaching practice of an account of inappropriate, but also look concerned about education, educated colleagues interested in a lot of correction.