小学数学教材中情境的类型及作用与原则  

Primary School Math Teaching in the Context of Types and Functions and Principles

作　　者：李卓[1] 于波[1] 

机构地区：[1]西南大学基础教育研究中心

出　　处：《数学教育学报》2012年第3期72-74,共3页Journal of Mathematics Education

基　　金：教育部人文社会科学研究一般项目——西南地区基础教育均衡发展与教师教育改革发展研究(09YJA880110);重庆市“十二五”专项重点课题——小学数学新教材“课堂活动”编写特色的设计研究(11_JC_002)

摘　　要：按照数学知识产生的背景,小学数学教材中的情境可以分为生活情境、数学自身的情境、其它学科的情境.情境对于小学生数学学习有以下作用：帮助小学生学习数学化;帮助小学生提出数学问题;帮助小学生理解抽象的数学知识.教材中情境创设要遵循以下原则：要基于小学生的经验基础;要紧扣数学主题;要处理好不同情境类型的比例.According to the background of mathematical knowledge, elementary school mathematics teaching material of the situation can be divided into life situation, mathematics own situation, the situation of other disciplines. The situation has the following function regarding the elementary student mathematics study： Helps the elementary student to study the mathematization; Helps the elementary student to propose mathematics questions; Helps the elementary student to understand the abstract mathematics knowledge. Textbook situational creation should follow the following principles： First, it should be based on the experience of the pupils; second, it should be closely linked to the mathematical topics; Then, it also need handle the orooortion of different kinds of situations properly.

关 键 词：数学教材 情境 类型 作用 原则 

分 类 号：G423.3[文化科学—课程与教学论]