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一、面积、面积单位概念的意义建构从学习长度到学习面积,对小学生来说,是空间形式认识发展上的一次飞跃。为了帮助学生实现这一飞跃,完成面积概念的意义建构,人教版课标实验教材对“面积”单元的编排作了改进,这种改进可以分解为三个具有内在联系的要点。一是加强了让学生自己选择单位,估计和测量图形面积的活动,以帮助学生积累较为丰富的关于面积的感性认识即直接经验。这在本单元的教学目标中就有所反映——能用自选单位估计和测量面积。二是着力引导学生体会规定统一的面积单位的必要性。三是试图启发学生感悟选用正方形作为面积单位形状的合理性。以上三点,教材是以创设比较两个长方形面积大小的问题情境,通过激起学生一系列的认知冲突加以展开、落实的。其内在逻辑是:
First, the concept of area, unit area The construction of the meaning from the learning length to the learning area, for primary school students, is a leap in the development of space-based understanding. In order to help students achieve this leap forward and finish the construction of the concept of area concept, PEP teaching material improves the arrangement of “area” units, and this improvement can be decomposed into three intrinsically linked points. First, to strengthen the students to choose their own units, estimation and measurement of graphics area activities to help students accumulate more rich about the area of perceptual knowledge that direct experience. This is reflected in the teaching objectives of this module - the unit can be used to estimate and measure the area. Second, focus on guiding students to understand the need for a unified unit of area. Third, try to inspire students to perceive the rationality of using square as the unit of area. The above three points, the textbook is to create a comparison of the size of the two rectangular area of the problem situation, by arousing a series of cognitive conflicts students to expand, implement. The inherent logic is: