培养小学生数学形象思维的教学策略探讨.docx

小学是学生学习的启蒙阶段，教师应注重启发学生的思维，培养学生的想象力。这一点在小学数学形象思维的培养上有很好的体现。小学数学中有很多抽象的、难理解的知识，学生学习起来比较困难。教师应根据学生不同的需求，找出适合培养学生形象思维的教学方法，提高学习效率，加深学生对数学知识的掌握，从而促进师生的共同进步。一、为学生创设数学情境在小学数学教学中，教师为构建活泼、富有个性的数学课堂，往往会为学生创设情境，激发学生对数学的学习兴趣。在为学生创设情境时，教师应结合教材内容从学生的实际情况出发，为学生设置生活化、趣味性、有效性的情境。让学生从生活中提炼出数学问题，让学生感受到数学与现实生活的密切联系，加深学生对数学知识的理解。例如，在讲到低年级数学角的初步认识时，教师应了解低年级学生的身心发展特点，结合教学内容为学生创设情境，教师给学生出示三角板问学生：“同学们认识这是什么吗？”学生回答三角板后，教师引导学生：“有同学可以告诉老师它为什么叫三角板吗？”学生回答：“因为它有三个角。”教师应及时鼓励学生：“对，你真棒！”然后，教师可以为学生引出：“其实不仅在三角板上有角，我们的生活中处处都有角。”教师可以请学生观察教室，发现教室中的角。最后，教师可以为学生布置作业：“请学生找出生活中的角”，“请学生画出相同的两个角和不同的两个角”。教与学结合，培养学生的思维能力，加深学生对所学知识的理解。二、引导学生进行数学联想在小学数学教学中，培养学生的形象思维，应通过数学表象促使学生进行广泛联想，从而获得新的知识。而联想，就是从一件事物想到另一件事物，基础在于客观事物之间存在一定的相关性或相似性。因此，教师在引导学生进行数学联想时，首先可以科学合理利用多媒体教学。然后可以鼓励学生间互相交流。最后，教师可以倡导学生进行多角度思维。例如，在小学数学中年级教学中，教师应考虑到学生出现的分层现象，对学生因材施教。在认识面积教学中，教师应考虑学生的不同情况，为学生普及面积概念，教师可以为学生创设情境：“同学们，在打扫卫生时，如果两个同学速度一样，一个擦黑板另一个擦讲桌面，谁先完成，为什么？”学生回答：“擦讲桌的先完成，因为讲桌比黑板小。”同时，教师可以请一位学生到讲台上摸一摸数学课本的封面、凳子面、讲桌面、黑板，让学生说一说哪个面大哪个面小。然后，教师可以为学生引出：“我们摸到这些物体的表面的大小，就是它们的面积。今天我们就一起认识物体的面积。”通过情景设置普及概念的方法，可以加深不同层面学生对教学内容的理解。之后，教师可以为学生用多媒体出示一些图片，让学生比一比回答哪个物体的面积大哪个面积小。同时可以鼓励学生之间互相交流，然后让学生发表看法并讲一讲为什么。最后，教师可以将数学课本按不同的位置摆放，让学生说一说面积大小是否有变化，鼓励学生从多角度思考、联想，获取新的知识。三、实践活动训练思维能力教学是一种特殊的认知过程，也是学生学习认知的实践过程。因此，教学离不开实践。在小学数学培养学生的形象思维的过程中，教师应注重引导学生，关注学生的学习动态，纠正学生的错误思维方式，培养学生的形象思维能力。因此，教师应结合教学内容为学生设置实践练习；结合教学内容在课堂上渗透实践活动；在实践活动中鼓励学生动手操作；教师教学中要反思与改进。例如，在小学高年级数学圆的教学中，教师应分析高年级的学生有着丰富的生活体验和知识积累，但是学生的空间观念比较薄弱，动手操作能力不高，学生间的学习水平差距较大。然后，教师在教学中可以为学生展示篮球，提出问题：“这是什么形状？”同学答：“圆形。”教师引出问题：“生活中还有什么是圆形的？”然后，教师可以让学生用多种方式画出圆形（如借助圆规、圆形物体等）。另外，教师可以让学生画出圆的直径、半径。另外，教师可以为学生设置课后探究问题：“为什么车轮要做成圆形的？”，“用不同大小的圆拼出美丽的图案”。通过课上课后的练习与学生的实际动手操作，加深学生对教学知识的理解。最后，教师可以根据学生在教学中出现的问题进行有针对性的引导，辅助学生解决问题。同时，教师在教学中出现问题时应及时反思、改进，完善小学数学课堂教学，培养学生的数学形象思维。总之，在培养小学生的数学形象思维的过程中，教师应为学生创设数学情境，引导学生进行联想，开展数学实践活动。让学生在获得知识的同时，培养思维能力，提高数学学习效率，为小学生将来的数学学习打下基础。Primary school is the enlightenment phase of students learning, the teacher should pay attention to inspire students thinking, develop the students imagination. This point on the cultivation of the elementary school mathematics thinking in images have very good. In the elementary school mathematics has a lot of abstract, difficult to understand the knowledge, students learn up more difficult. Teachers should according to the different needs of students, to find suitable teaching methods to cultivate students thinking in images, improve the efficiency of learning, deepen students mastery of mathematical knowledge, so as to promote the teachers and students of common progress.A, creating mathematical situations for the studentsIn the elementary school mathematics teaching, the teacher to build a lively, rich individual character of the mathematics classroom, tend to create situations for the students, stimulate students interest in learning of mathematics. The establishment situation for students, teachers should combine the teaching material content starting from the actual situation of students, for students to set life, interest, the effectiveness of the situation. Let the students from refined mathematical problems in life, let the students feel the close ties between mathematics and real life, deepen students understanding of mathematics knowledge.For example, they talk about the junior math a preliminary understanding of the horn, the teacher should understand the characteristics of the junior students physical and mental development, combined with the teaching content establishment situation for students, teachers give students show the triangle asked the students: the students know what this is? Students have answered their triangle, teachers guide students: one can tell the teacher why it is called triangle? Students answer: because it has three horns. Teachers should encourage their students in a timely manner: yes, you are great! Then, teachers can take students to elicit: in fact, not only in the Angle of triangle, our life is full of Angle. Teachers can ask students to observe the classroom, the classroom found in the corner. Can finally, teachers give students homework to start: please find out the Angle of life, students, please draw the same two angles and different Angle. Combination of teaching and learning, cultivate the students thinking ability, deepen students understanding of knowledge.Second, guide the student to carry on the mathematical associationIn the elementary school mathematics teaching, train students thinking in images, should be widely lenovo, through mathematical representation to make students to gain new knowledge. And lenovo, it is from a thing thought of another thing, there is a certain correlation between foundation lies in the objective things or similarity. Therefore, teachers in guiding students in mathematics association, can reasonable use of multimedia teaching in the first place. Then you can encourage students to communicate with each other. Finally, the teachers can foster students multi-angle thinking.For example, in the elementary school mathematics teaching at the intermediate level, teachers should take into account the students appear statified phenomenon, the students according to their aptitude. Met in the area of teaching, the teacher should consider the different situation of students, for students to spread area of concept, teachers can create for students situation: the classmates, when cleaning, if two classmates, one another to wipe clean the blackboard speak desktop, who finished first, why? Students answer: clean desk to complete, because the desk is smaller than the blackboard. At the same time, the teacher can ask a student to the podium to touch the cover of the mathematics textbook, the chairs, desktop, the blackboard and ask students to say which side big which surface is small. Then, teachers can take students to elicit: we touch to the size of these surfaces, is their area. Today well know the area of the object together. By the method of scene set of universal concept, can deepen the different level students understanding of the teaching content. , teachers can use multimedia to show some pictures for the students, let students answer which compare the area of the object which the area is small. Can encourage students to communicate with each other between at the same time, and then let the students to comment and talk about why. Finally, the teacher can put mathematics textbooks in different position, whether to let the students say size have change, encourage students to think, lenovo from various angles, acquiring new knowledge.Third, practice training of thinking abilityTeaching is a special kind of cognitive process, is also the practice of the students cognitive process. Therefore, the teaching cannot be separated from practice. In the elementary school mathematics students in the process of image thinking, the teacher should pay attention to guide students, pay attention to students learning dynamic, correct the wrong way of thinking of students, develop the ability of thinking in images. Therefore, the teacher should combine the teaching content for students in practice Settings; Combining with the teaching contents in class penetration practice activities; Encourage students to operate in practice; In the teachers teaching reflection and improvement.Mathematics in the elementary school higher grades, for example, circle of teaching, teachers should analyze the senior students have rich life experience and knowledge accumulation, but the students space conception were weak and hands-on ability is not high, there are gaps in learning among students. Then, the teacher can show students basketball in teaching, put forward questions: what shape is this? Classmate a: circle. The teacher raises questions: what in life is round? Then, the teacher can let students draw a circle in various ways (e.g., with the help of a compass, round object, etc.). In addition, teachers can ask students to draw a circle the diameter and radius. In addition, teachers can set after class for students to explore the question: why do wheels round? , with different sizes of round spell beautiful pattern. Throug