论数学课堂情境教学的特殊性

On the Particularity of Situational Teaching in Mathematics Classroom

数学课程标准在过程性目标中强调情境教学。从教学论角度看,其合法性在于"教"的情境性、"学"的情境性以及"知识"的情境性。教学的过程就是让学生在过程的体验中学习知识、理解知识和掌握知识。但是,在实践中数学课堂情境教学却出现了一些偏差,致使情境教学只有热闹的情境而没有数学,学生面对具体情境无所适从,这主要是由于数学知识的特殊性所致。数学知识的抽象性、严谨性和应用的广泛性导致数学课堂情境教学具有特殊性。

Mathematics Curricula Standard focuses on situational teaching in mathematics classroom. From the angle of teaching theory, the validity is its situationality of teaching, learning and knowledge. The process of teaching aims at making students learn, understand and master knowledge during experience. But in practice, situational teaching presents some mistakes in mathematics classroom, so that situation becomes business and no mathematics, and sometimes students are at loose ends in front of the situation. This is because of the particularity of mathematics, that is, mathematics are abstract, precise and universal.