从“长方体的认识”看小学数学几何知识的编排  

Viewing the Arrangement of Geometric Knowledge in Primary Mathematic Course from the Aspect of Cuboid Knowledge

作　　者：庞雪兰 王智秋[2] 郜舒竹[2] 

机构地区：[1]北京市通州区教师研修中心实验学校,北京101100 [2]首都师范大学初等教育学院,北京100048

出　　处：《课程．教材．教法》2013年第11期20-25,54,共7页Curriculum，Teaching Material and Method

摘　　要：长方体的认识对于发展学生的空间观念,帮助学生建构几何知识体系起着承上启下的作用。运用范希尔理论对我国小学数学教材进行分析,发现以长方体为代表的立体几何知识少而分散,相关知识之间的系统性不强,长方体在发展学生空间观念等几何思维能力上的作用没有得到充分体现。经过研究,这种状况与现在教材的编排和教师的教学存在一定的联系。为了充分挖掘其教学价值,在教材编排上需要分散知识难点,适当增加长方体出现的频率,在教学中要渗透联系的观点。The understanding of cuboid knowledge plays a connecting role in developing students＇ space concepts and helping them build up geometric knowledge system. By using Vancil Theory, we find out that primary mathematic textbooks contain little solid geometric knowledge, which is represented by cuboid knowledge. In primary mathematic textbooks, cuboid knowledge is scattered, lacks systematicness, and its function of developing students＇ space concepts and geometrical thinking abilities have not been realized. After research, we realize that this problem is related with the compiling of textbooks and teachers＇ teaching methods. In order to realize the value of cuboid knowledge in primary mathematic teaching, it＇s necessary to evenly distribute difficult knowledge, properly increase cuboid knowledge, and teach students to find the connection between knowledge.

关 键 词：长方体 几何教学 空间观念 

分 类 号：G623.5[文化科学—教育学]