用数学故事粘住儿童

将数学融入故事中,用故事把学生引入到缤纷的数学世界中,能让学生在阅读与表达中积极地去探求简约数学知识所蕴含的“故事”,去捕获引人入胜的数学“故事”中的思想精髓,感受数学的价值意义、思想方法和理性精神。数学故事化教学是粘住儿童的“糖果”。

课外探索，让数学学习更充分

学生的数学学习主要立足于课堂,但是在课堂之外,有效的延伸和拓展活动可以更加丰富学生的学习经历,给予他们更加多元的经验,从而让学生的数学视野开阔,数学学习能力得以提升。因此,教师可以在课外引导学生尝试一些数学游戏和拓展性的活动,例如数学创作、数学实验等等,让学生的学习形式更加多样化。

全经验视角下小学数学教育教学

儿童具有具体性和直观形象性思维,需要在大量的感性材料的基础上,通过感知、体验、比较、抽象、概括,最终形成对数学的理性认识.全经验是指儿童经验领域对客观世界的全覆盖.全经验视角下开展的数学教育教学主要包括全经验数学拓展课、全经验数学课外活动、数学阅读与创作三部分,三者相辅相成、互为补充,对提升儿童数学核心素养,乃至综合素养,建构儿童完整的数学生活世界具有重要意义和作用.

“Even I Can Do It”:Chinese Ethnolinguistic Minority Learners’Investment in Creative Writing and Its Impact

Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data(drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts,which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.