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浅谈低年级数学课中的动手操作

我们的小学教育是基础教育,在教学中不仅要传授给学生必要的基础知识和基本技能,更重要的是要培养学生具有主动参与、勇于探索创新的学习能力。要改变以往在低年级课堂教学中学生默默观看,老师忙忙碌碌地操作演示的被动学习模式。为此,在低年级数学课中,适当地引导学生动手操作、培养学习兴趣,主动探索,在多种感官的协同参与下有所发现、有所收益,这无疑是实施素质教育的有效方法之一。

一、动手操作能化难为易,符合低年级学生的认识规律

低年级学生容易接受和理解直观的具体的感性知识,而数学本身是反映符号化的数量关系和空间形式,比较抽象、概括、枯燥。要解决这一矛盾,可利用数学知识的现实原型,把抽象的知识化为看得见、讲得清的现象,让学生参与操作,动手、动脑,弄清数学知识的道理和结构,化难学为易学。

二、动手操作能激发学生学习兴趣,变“要我学”为“我要学”

教学要成功就必须激发学生的学习兴趣和求知欲望,让学生积极主动参与学习过程,使学习成为他们迫切的需要。在教学中,我经常利用学生“好动、好奇”的心理,恰当地进行动手操作,在操作中有所发现,激发学习兴趣,使他们投入到学习过程中去。

三、动手操作能有助于主动探索、发现规律,变“学会”为“会学”

“儿童的智慧集中在于指尖上”,这个说法是有道理的。如果我们教师能为他们创设一个实践操作的环境,让学生动手摆摆、弄弄,加大接近知识的信息,使之在探索中对未知世界有所发现,找到规律,并能运用规律解决新问题。这样使他们在获取新知识的同时,也学会了学习。(来源:鹰潭日报 鹰潭市第一小学徐美荣)

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