“稚化思维”视角下的儿童数学学习

Children's Math Learning from the Perspective of“Immature Thinking”

教师的思维是可以稚化的,在教与学的双边活动中,教师可有意识地将自己的思维降到所教儿童的水平,模拟儿童的认知心理、思维方式,成为跟儿童一样的“学习者”“合作者”“陪伴者”“失败者”,实现教与学的同频共振。把课堂变为师生共同提出问题、探究学习、解决问题、运用数学的活动阵地。让儿童经历数学学习的全过程,感悟、体验数学知识的价值,全面提升儿童的数学学科素养。

Teachers’thinking can be immature.In the bilateral activities of teaching and learning,teachers can consciously reduce their thinking to the level of the children they teach,simulating children’s cognitive psychology and way of thinking,and becoming childlike"learners","collaborators","accompaniers"and"losers"achieving the same frequency of teaching and learning.We can turn the classroom into an activity ground for teachers and students to raise questions,explore learning,solve problems,and use mathematics.Let children experience the whole process of mathematics learning,realizing the value of experiencing mathematics knowledge,and comprehensively improving children's mathematics literacy.