周华娴

摘  要：在小学低年级阶段，学生对数学知识的抽象性总感到不易理解。采用常规的数学课堂语言与教法，可能会让学生丧失对数学的学习兴趣。“雏形教学”理念，就是将回归事物的最初状态，忽略学科的抽象性特征，以通俗易懂、口语化言语来描述数学问题，让学生易于接受，乐于表达。“雏形教学”的尝试与实践，旨在让学生在数学活动中发现、体验数学知识，增进数学思维力的渐进养成。

关键词：小学数学;“雏形教学”;实施对策

【中图分类号】G623.5    【文献标识码】A       【文章编号】1005-8877（2021）06-0113-02

On the strategy of "rudimentary teaching" in primary school mathematics

ZHOU Huaxian  （experimental primary school，Wujin District，Changzhou City，Jiangsu Province，china）

【Abstract】In the lower grade of primary school，students always feel it is difficult to understand the abstraction of mathematical knowledge. The use of conventional mathematics classroom language and teaching methods may make students lose interest in learning mathematics. The concept of "rudimentary teaching" is to return to the original state of things，ignore the abstract characteristics of the subject，and describe mathematical problems with easy to understand and colloquial language，so that students can easily accept and express. The attempt and practice of "rudimentary teaching" aims to enable students to discover and experience mathematical knowledge in mathematical activities，and promote the gradual development of mathematical thinking ability.

【Keywords】Primary school mathematics;Rudimentary teaching;Implementation countermeasures

低段小學生认知水平局限，对数学知识、解题技巧、方法的学习存在一定理解难度。要正视学生的学情实际，要激活学生对数学的探究兴趣，教师要适度忽略数学抽象、严谨、逻辑性特征，以学生喜闻乐见、易于理解的语言来描述数学概念，展现数学方法，促进学生对数学问题的直观认知与类比感悟。

1.运用“雏形教学”，来展现通俗的数学概念

（1）以生活化情境来感知数学概念

在低段数学课堂，教师对数学概念的引出与讲解，要兼顾学生认知水平。“雏形教学”，首先要贴近学生日常生活，以口语化言语来介绍数学概念，便于学生理解和体会数学知识。生活化教学，教师需要兼顾数学学科与学生生活的关系，将数学的逻辑性、抽象性、严谨性，进行生动直观地呈现。苏步青先生提出的“混而不错”教学思想，正是在不违背数学基本原则前提下，对不易解释、不易理解的知识，采用“混”过去思路来展开。……