小学数学概念教学案例研究

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1、摘要在新课改的背景下，数学书和课程标准中，非常完美的课案占比不及世界上全部概念的百分之30%。大部分的定义概念，只是草草的定义，或着根本不给定义。旧版教材中就连那些十分重要的概念都是不专业的定义。例如“射线”、“加法”、“减法”、“乘法”、“除法”等。但是,淡化概念严谨性定义并不等于淡化概念教学,实质上对概念的教学不是弱化了，而是强化了。【1】但概念实际中有教育意义与影响，因此中国人在意数学，在意教育中的数学。通过大量的文献和课堂案例的研究分析发现教师在进行概念教学过程中还是存在一些问题，如情境单一化、活动形式化、过程仓促化。【2】在此基

2、础上进行了归因分析，得出概念教学引进-情境单一、概念教学定义-偏离本质、概念教学理解-缺乏理解、概念教学应用-脱离现实四个主要原因。分别从四个方面提出具体可行性策略：概念教学情境生活化多样化、认真分析教材数学概念、以旧带新，加强概念理解、在体验中发展概念教学【3】。最后给广大教师以及教育者提出提高小学数学概念教学能力的建议。关键词：小学数学；概念教学；教学策略AbstactInthesituationofnewcurriculumreform,forthenewmathematicsteachingmaterialofelementary

3、school,theconceptofstrictdefinitionislessthanathirdoftheconceptoflearningconcept,mostofwhicharedescriptivedefinitions,orevennotbedefined.Somerigordefinesintheoldtextbooksarealsochangedintodescriptivedefinitionsornotdefined,suchas"ray","add","subtraction"and"multiplication

4、","division",etc.However,eliminatingconceptualrigordefinitiondoesnotmeantoeliminateconceptteaching.Infacttheconceptofteachingisnotweakened,butstrengthened.【1】actuallyconceptteachinghastheindependentvalueofclassroomteaching,whichemphasizestheelementarymathematicsconcepttea

5、ching.Throughalotofliteratureandclassroomcase,itisfoundthattheteachersstillhassomeproblemsintheprocessofconceptteaching,suchassinglesituation,formalityandhastyprocess.【2】onthebasisofthethattomakeattributionanalysis,itisconcludedthefollowingfouraspects.1.theintroductionofc

6、onceptteachingissinglesituation.2.thedefinitionofconceptteachingdeviatesfromtheessence.3.theunderstandingofconceptteachingislackof.4.theapplicationofconceptteachingisisolatedfromreality.Toresolvethis,itcanputforwardconcretefeasiblestrategiesfromfouraspectsrespectively:tod

7、iversifyconceptteachingsituationandteachinglifelization,tocarefullyanalysizemathematicsconceptteachingmaterials,tostrengthentheoldconceptwithnewone,todevelopconceptteachingunderexperiencing【3】Finallytoputforwardsomesuggestionstothevastnumberofteachersandeducatorsoftheimpr

8、ovementofelementaryschoolmathematicsconceptteachingability.Keywords:elementaryschoolmathematics;