| 让课堂焕发“模”力——谈小学数学课堂教学尝试建模的策略 |
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| 引用本文： | 戴文亚.让课堂焕发“模”力——谈小学数学课堂教学尝试建模的策略[J].江苏教育研究,2014(2):72-76. |
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| 作者姓名： | 戴文亚 |
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| 作者单位： | 江阴市要塞实验小学,江苏江阴214432 |
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| 摘 要： | 广义地说，数学知识都是数学模型，一切概念、公式、方程式、函数及相应的运算系统都可称为数学模型。在小学数学课堂中要引导学生用分析、比较、综合、猜想、验证、概括等思维方法，通过“重组内容，意义建模”、“链式推进，结构建模”、“有序拓展，变式建模”、“化解难点，方法建模”等策略，自主构建数学模型，从而激发数学学习的兴趣，积累数学活动的经验，进而促进数学眼光、数学意识、数学素养、数学品质的提升。
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| 关 键 词： | 意义建模 结构建模 变式建模 方法建模 |
Strategy for Constructing Mold of Primary School Mathematics Classroom Teaching |
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| DAI Wen-ya.Strategy for Constructing Mold of Primary School Mathematics Classroom Teaching[J].A Journal of Research in Education,2014(2):72-76. |
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| Authors: | DAI Wen-ya |
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| Institution: | DAI Wen-ya (Jiangyin Yaosai Experimental Primary School, Jiangyin 214432, China) |
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| Abstract: | In a broad sense, mathematics knowledge is mathematics mold, and all concepts, formulas, equations, functions and corresponding operation systems can be called mathematics molds. In primary school mathematics classroom teaching, teachers should lead students to independently construct molds by means of such thinking ways as analysis, comparison, combination, guessing, testing and summarizing and also by employing the strategies of restructuring content and meaning, linking promotion and structuring, gradual expansion and variation, and tackling difficuhies and approaches, so that students＇ interest could be sparked and their mathematics vision, awareness, accomplishments and qualities could be enhanced as well. |
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| Keywords: | meaning mold structure mold variation mold method mold |
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