本文選題：隱性因素 + 學(xué)習(xí)負(fù)擔(dān)�。� 參考：《教學(xué)與管理》2017年14期

【摘要】：正一般而言,談起學(xué)生的數(shù)學(xué)學(xué)習(xí)的負(fù)擔(dān)問題,我們自然地會把負(fù)擔(dān)輕重與否歸因到數(shù)學(xué)作業(yè)量的多少上來。不可否認(rèn),作業(yè)量的多少是學(xué)生數(shù)學(xué)學(xué)習(xí)負(fù)擔(dān)輕重的一個(gè)顯性因素,但是我們往往忽視了影響學(xué)生學(xué)習(xí)負(fù)擔(dān)更為隱性的一些因素。筆者結(jié)合課堂案例來談?wù)剬@些隱性因素的分析與思考,與同行商榷。一、過量的成人思維,導(dǎo)致學(xué)生思維水平對接上的無所適從我們知道,成人的思維與小學(xué)生思維特點(diǎn)存在明顯的差異,要使教學(xué)能順利展開的首要任務(wù)是
[Abstract]:Generally speaking, when we talk about the burden of students' mathematics study, we naturally attribute the burden to the amount of mathematics work. There is no denying that the amount of homework is a dominant factor of students' learning burden in mathematics, but we often ignore some factors that affect students' learning burden more recessive. Combined with classroom cases, the author discusses these hidden factors. First, excessive adult thinking leads to the confusion of students' thinking level. We know that there are obvious differences between adult thinking and primary school students' thinking characteristics. The first task to make the teaching develop smoothly is
【作者單位】： 浙江教育科學(xué)研究院附屬小學(xué);
【分類號】：G623.5

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本文編號：2016613