思维可视化:小学生数学思维发展的实践研究

Visualization of Thinking:A Practical Study on the Development of Pupils’ Mathematical Thinking

真正的数学学习活动就是要能引发学生的数学思考,让学生在创造性思维的过程中形成清晰的逻辑,并逐步学会运用科学的思维方式发现问题、提出问题和解决问题。思维可视化能把“看不见、摸不着”的思维变得“看得见、听得着”,通过语言可视化、图示可视化和动作可视化的方式搭建起以学生需求为基础、以多元表征为本真的交流平台时,学生就一定能在真正的学习中实现自我生长。思维可视化方式对学生的数学学习有着积极的作用,但在教学应用中又不可避免地存在着可视化的形式与其深层次的数学内涵之间无法对接的困境,因此在实际教学中需要规避不利因素的干扰,基于问题解决合理选择,既要有多元表征,又要注意减少注意分散,以达到思维可视化辅助教学的最佳效果。

The real mathematics learning activities should stimulate students’ mathematical thinking, enable them to form a clear logic in the process of creative thinking, and gradually learn to use scientific thinking modes to explore, raise and solve problems. If thinking visualization is able to change the“invisible and intangible”thinking into a“visible and audible”one, if it is able to construct a communication platform with students’ needs as the basis and multi-representation as the essence through the methods of language, graphic, and motion visualization, students will be able to achieve self-growth in effective learning. The method of thinking visualization has a positive effect on students’ mathematics learning, but when it’s applied to teaching, there is inevitably a predicament in teaching application that the form of visualization cannot be connected with its deep mathematical connotation. Therefore, there is a necessity to avoid the interference of unfavorable factors in teaching practices, and make reasonable choices based on problem solving. It is necessary to keep multi-representation and reduce distraction, so as to achieve the best effects of thinking visualization in assisted teaching.