小学数学主体性教学模式的探究.pdfVIP

摘 要 学校教育的目的在于促进学生全面、和谐、持续的发展，为学生的终身发展 奠定基础。尊重学生的主体地位，培养学生的主动性、能动性和创造性是社会发 展对学校教育的必然要求，也是学生发展的内在需求。课堂教学作为学校教育的 主阵地，是促进学生主体性发展的重要途径。 “小学数学主体性教学模式”旨在创设一种能让学生主体参与的教学过程。 依据主体性教育理论，针对小学生的特点，设计的教学模式整体上分为“课前参 与”、“课中探究”、“课后延伸”三大环节，课中探究又分为“设、问、探、评、 练”五个步骤，简称“三五教学法”。学生在“课前参与”环节中自主学习教材， 收集资料，提出质疑，为“课中探究”奠定基础，培养学生的自主学习能力；“课 中探究”充分采用小组合作的形式，学生通过质疑、思考、交流、合作，培养学 生主动参与意识与创新能力；“课后延伸”通过科学合理地留作业，使得知识得 以进一步巩固和拓展。通过教学实践和典型课例，探索如何利用数学教学培养学 生的主动性、能动性和创造性，促进学生主体性发展。 关键词：小学数学，主体性，教学模式 I Abstract School education aims at promoting students a comprehensive, harmonious and sustainable development, to lay the foundation for the lifelong development of students. Respecting the dominant position of students and developing students autonomy, initiative and creativity is a necessary requirement of social development on the school education, and internal demand for students’development. Classroom instruction as the main front of the school education is an important way to promote the development of the students’subjectivity. Primary Mathematics subjective teaching model designed to create a way to get students participation in the teaching process. According to the theory of subjective education, the characteristics of primary and secondary school students, the design mode of teaching as a whole is divided into before class participation”, explore in the class”, “after-school extension” of three main parts. “Explore in the class” are divided into set”, “question”, “exploration”, “assessment”, “training”five steps, referred to as the 3-5 pedagogy”. Students in the class participation part of independent learning materials gather information, to question, to lay a foundation