浅谈小学数学教学中对学生创造性思维的引导策略  

Guiding strategy on students′ creative thinking in primary mathematics teaching

作　　者：杨晓丹[1] 

机构地区：[1]朝阳师范高等专科学校,辽宁朝阳122000

出　　处：《辽宁师专学报（自然科学版）》2017年第4期59-62,共4页Journal of Liaoning Normal College(Natural Science Edition)

摘　　要：创造性思维是思维主体综合运用基本感知能力、理解能力进行的探索性思维活动,是将客观知识内化为思维主体认知结构的关键环节.试从小学数学教学实践出发,针对创造性思维的阶段性特点,结合具体的教学案例,提炼出可行的引导策略.教师通过知识积累、思维训练和检验巩固等教学环节引导学生有意识地进行创造性思维,可以有效提高学生发现问题、提出问题、分析问题和解决问题的能力.Creative thinking is an exploratory thinking activity that the thinking subject uses comprehensively the ability of basic cognitive and understanding to do.It is the key point to internalize the objective knowledge into the cognitive structure of the thinking subject.Starting with the teaching practice of elementary school mathematics,this paper develops a feasible guiding strategy based on the periodical characteristics of creative thinking and the specific teaching cases.Teachers guide the students′creative thinking consciously by teaching steps,such as the accumulation of knowledge,thinking training and consolidation by testing,and improve the students′abilities effectively to discover,ask,analyze and solve problems.

关 键 词：知识储备 思维训练 引导策略 

分 类 号：G623.5[文化科学—教育学]