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去年以来,我们在附小一、二年级的四个班进行了“三算结合”教学试点。通过实践,我们对其中的几个问题有了一些粗浅的认识。一、“三算结合”教学是否符合儿童的认识规律?我们认为答案应该是肯定的。儿童对数的概念的形成和计算能力的提高,要经过“实践、认识、再实践、再认识”这样多次反复,才能达到。初入学的儿童,由于抽象思维能力较差,对抽象的数的概念的形成,必须借助具体的事物。过去是用数木棒、扳手指和其他直观教具,逐步使学生认识抽象的数,为了形成数位的概念,必须采用“计数器”
Since last year, we have conducted a pilot program called “Three Computations” in four classes with primary and secondary grades. Through practice, we have some superficial understanding of some of these issues. First, the “three count combination” teaching is consistent with children's understanding of law? We think the answer should be affirmative. The formation of the concept of children's logarithm and the improvement of computing power can be achieved only after many repetitions of “practice, understanding, practice and re-understanding.” Children of early childhood, due to their poor abilities to abstract thinking, have to resort to specific things for the formation of the concept of abstract numbers. The past is to use wooden sticks, wrenches and other visual aids, and gradually enable students to recognize the abstract number, in order to form the concept of digital, you must use the “counter”