66-使用学具提高小学数学课堂教学效率的有效载体（66- using learning tools an effective carrier to improve the efficiency of primary school mathematics classroom teaching）.docVIP

66-使用学具提高小学数学课堂教学效率的有效载体（66- using learning tools an effective carrier to improve the efficiency of primary school mathematics classroom teaching） Using learning tools: an effective carrier to improve the efficiency of primary school mathematics classroom teaching Xie Yan Fontana primary school Abstract: learning instrument is a tool for students to learn. Because of their age characteristics, pupils have strong practical ability, but lack of subjective and abstract thinking ability. In view of the current use of classroom teaching in secondary schools, this paper analyzes the problems of the use of learning instruments in primary school mathematics classroom teaching, and reveals the role of rational use of learning instruments in primary school mathematics classroom. Use the correct learning tools can greatly improve the mathematics classroom interesting, but also can enhance the ability of children, promote subjectivity as well as the development of mathematical thought and method of the master, thus greatly improving the effectiveness of classroom. [Key words] learning instrument, reasonable use, learning instrument, classroom efficiency Piaget, a Swiss educationist, said, to know an object must be moved by the hand.. Sohomlinsky also said: the wisdom of children on his finger. If memorizing the objects into the activities of the object or activity results, because learners actively participate in activities, will significantly improve the memory effect. Applied mathematics aided primary school mathematics teaching is an efficient and advanced teaching method. Teachers should properly grasp the best combination of learning and teaching, timely and proper use of learning tools, give full play to the function, which meet the needs of modern education and cultivation of students subjectivity and creativity plays an important role. Effective mathematics learning activities can not simply rely on imitation and memory, we must let children hands-on practice, and learn