本文選題：平行概念 + 新版教材　； 參考：《教學(xué)與管理》2015年20期

【摘要】：正蘇教版小學(xué)數(shù)學(xué)實(shí)驗(yàn)教材經(jīng)過(guò)了多年的探索實(shí)踐,完成了升級(jí)改版,部分?jǐn)?shù)學(xué)概念的定義方式也發(fā)生了變化。例如第七冊(cè)《認(rèn)識(shí)平行》,就將"平行"從2005年6月第2版的定義性概念,演化為2014年6月第1版的描述性概念。面對(duì)新版教材的概念"轉(zhuǎn)型",在教學(xué)過(guò)程中,師生出現(xiàn)了不適狀況。一次《認(rèn)識(shí)平行》研討課,執(zhí)教教師就描述性地揭示了平行概念,但之后的圖形判斷平行、生活中尋找平行等環(huán)節(jié),多次追問(wèn)"它們?yōu)槭?br/>[Abstract]:After many years of exploration and practice, the textbook of primary school mathematics experiment in Zhengshu edition has been upgraded and revised, and the definition of some mathematical concepts has also changed. For example, Volume 7, Cognitive parallelism, evolves "parallelism" from the second edition of the second edition in June 2005 to the descriptive concept of the first edition in June 2014. Facing the concept transformation of the new textbook, teachers and students in the process of teaching appeared uncomfortable situation. In a seminar on "understanding parallelism", the teacher revealed the concept of parallelism in a descriptive way, but then the graphical judgment of parallelism, the search for parallelism in life, and so on, repeatedly asked, "what are they for?"
【作者單位】： 江蘇常州市新北區(qū)百丈中心小學(xué);
【分類(lèi)號(hào)】：G623.5

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1 扎拉嘎;談?wù)勂叫薪y(tǒng)一辯證法問(wèn)題[N];中國(guó)社會(huì)科學(xué)院院報(bào);2006年

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本文編號(hào)：1946392