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当前,关于操作,小学高年级学生对涂色、移动图形等积累了一定的经验,他们关注的是如何做,如何解决老师提出的现成问题;教师思考的是如何把操作要求、步骤讲清楚,如何引导学生有效地进行操作,如何引导学生反馈交流操作所得。这里,虽然涉及到了学生对操作的反思,但是在教师引导下进行的;虽然也涉及到了数学问题,但不是发现问题,而是解决现成问题。换言之,学生带着现成问题去操作,把本应该因操作而产生的有价值的新问题弄丢,没有发现新的矛盾与困惑,在解决现成问题后,变成了“没有”问题。
At present, about the operation, senior students in primary school have accumulated a certain amount of experience in painting and moving graphics, and they are concerned with how to do and how to solve the ready-made problems put forward by the teacher. The teachers think how to clarify operational requirements and procedures, How to guide students to operate effectively, and how to guide students to feedback the exchange of operating income. Here, although it involves the student’s reflection on the operation, it is conducted under the guidance of the teacher. Although the problem of mathematics is also involved, it is not a problem of finding a problem, but a solution of a problem of becoming a problem. In other words, students who took existing problems to operate and lost valuable new problems that should have been created by their operations did not find any new contradictions and confusion, and turned into a “no ” problem after solving the existing ones.