论文部分内容阅读
小学阶段,数学教学作为一门重要学科,对学生逻辑思维、学习能力的提升具有重要作用。数学这门课程具有一定抽象性,而抽象是教学中的思维活动、教学意识。学生知识的学习、规律的总结全部需要借助抽象教学。而怎样把握抽象教学时机,成为数学教学的重要研究内容。对此,笔者根据数学教学经验,就小学数学抽象教学时机的把握,进行简要分析。认为:抽象教学需要构建在学生对知识有充分的掌握条件下。数学教学还需要从学生“学”入手,需要教师基于学生的角度思考问题,学生通常如何学习?学生应该怎样学习?在数学教学中,教学总结对教师实践能力的提升具有帮助性作用。当看到学生反映后,教师及时是做出判断是过渡抽象,还是抽象不足,进而及时调整教学策略也是可以的。
As an important subject in primary school, mathematics teaching plays an important role in improving students’ logical thinking and learning ability. Mathematics course has a certain degree of abstraction, while the abstract is the teaching of thinking activities, teaching awareness. Students learn the knowledge, law summary all need to use abstract teaching. How to grasp the timing of abstract teaching has become an important research content in mathematics teaching. In this regard, the author based on mathematical teaching experience, grasp the timing of elementary mathematics abstract teaching, a brief analysis. Think: Abstract teaching needs to be constructed under the condition that students have sufficient knowledge of knowledge. Mathematics teaching also need to start from the students “learning ”, teachers need to think based on the perspective of students, students usually how to learn? How should students learn? In mathematics teaching, teaching summarization of teachers to enhance the practical ability to help play a role. When you see the students reflect the teacher in time to make a judgment is transitional abstract, or abstract enough, and then adjust the teaching strategy in a timely manner is also possible.