经历过程,初步建立模型思想
发布时间：2018-08-02 15:51
【摘要】：正数学模型是数学原型经抽象之后形成的,是对数学现象的本质描述。《义务教育数学课程标准(2001年版)》将模型思想列为义务教育数学课程的核心内容,可见其在学生数学学习过程中的地位和作用。虽然模型思想注重建立模型的过程,但在小学阶段,更关注让学生亲历将实际问题抽象成数学模型并进行解释与应用的过程。因此,教学中要充分挖掘教学内容中所蕴含的模型思想,并有意识地将其渗透在具体的数学活动之中,使学生在获取知识的同时,感悟数学建
[Abstract]:The positive mathematical model is formed after the mathematical prototype has been abstracted and is the essential description of the mathematical phenomenon. The Mathematical Curriculum Standard for compulsory Education (2001 Edition) lists the model idea as the core content of the mathematics curriculum of compulsory education. It can be seen that its position and role in the process of learning mathematics. Although the thought of model pays attention to the process of model building, in the primary school stage, more attention is paid to the process of abstracting the actual problem into mathematical model, explaining and applying it. Therefore, we should fully excavate the model thought contained in the teaching content in teaching, and consciously infiltrate it into the concrete mathematics activities, so that students can acquire knowledge and realize mathematics construction at the same time.
【作者单位】： 江苏淮安市外国语实验小学;
【分类号】：G623.5
本文编号：2159931
[Abstract]:The positive mathematical model is formed after the mathematical prototype has been abstracted and is the essential description of the mathematical phenomenon. The Mathematical Curriculum Standard for compulsory Education (2001 Edition) lists the model idea as the core content of the mathematics curriculum of compulsory education. It can be seen that its position and role in the process of learning mathematics. Although the thought of model pays attention to the process of model building, in the primary school stage, more attention is paid to the process of abstracting the actual problem into mathematical model, explaining and applying it. Therefore, we should fully excavate the model thought contained in the teaching content in teaching, and consciously infiltrate it into the concrete mathematics activities, so that students can acquire knowledge and realize mathematics construction at the same time.
【作者单位】： 江苏淮安市外国语实验小学;
【分类号】：G623.5
【相似文献】
相关期刊论文 前10条
1 徐小军;;《建立模型》教学设计[J];小学时代(教育研究);2013年06期
2 白淑华;;自行车里的数学[J];内蒙古教育;2009年07期
3 王吉鹏;王鑫;;浅谈建立模型思想的教学策略[J];山东教育;2012年13期
4 韩爱民;;发现规律 建立模型[J];山东教育;2011年16期
5 刘玉;;培养建模意识 建立模型思想[J];小学教学参考;2013年29期
6 吴燕蓉;;建立模型 解释应用——“求比一个数多(少)几的数”教学设计与反思[J];小学教学参考;2013年20期
7 黄金国;用生活理念构建生活的数学课堂[J];青海师专学报.教育科学;2005年S3期
8 张萍;;谈谈如何构建生活化的数学课堂[J];中小学电教(下半月);2009年01期
9 林艺华;;让数学课堂因生活化而精彩[J];文理导航(上旬);2010年07期
10 苏宋雄;;让学生主动建构数学[J];新课程(综合版);2011年03期
，本文编号：2159931
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2159931.html
