夏鹏飞

【摘    要】智障儿童在认知、思维、兴趣、表达等方面不同于正常学生，而且智障儿童之间也表现出很大的差异性。所以，教师在生活化教学实践中仍应重视生活化题材的融入与智障儿童认知、智力的契合性。在课堂教学中，要将数学教学内容生活化，引导智障儿童走进现实;将数学学习活动的生活化，帮助智障儿童构建思维框架;将数学知识呈现形式生活化，丰富智障儿童的课内生活，这样才能激发智障儿童学习兴趣，帮助他们学好数学。

【关键词】生活化情境;智障儿童;数学;兴趣

中图分类号：G623.5       文献标识码：A      文章编号：1006-7485（2021）29-0006-02

Create a Living Situation to Stimulate the Mentally Handicapped Childrens Interest in Mathematics Learning

（Wushan County Special Education School， Tianshui City， Gansu Province，China） XIA Pengfei

【Abstract】Mentally handicapped children are different from normal students in cognition， thinking， interest， expression， etc.， and there are also great differences between mentally handicapped children. Therefore， teachers should still pay attention to the integration of life-oriented themes with the cognition and intelligence of mentally handicapped children in the practice of life-oriented teaching. In classroom teaching， the content of mathematics teaching should be brought to life to guide children with intellectual disabilities into reality; mathematics learning activities should be brought to life to help children with intellectual disabilities build a thinking framework; mathematical knowledge should be presented in life to enrich the classroom life of children with intellectual disabilities ， so as to stimulate the learning interest of mentally handicapped children and help them learn mathematics well.

【Keywords】 Living situations; Mentally retarded children; Mathematics; Interest

智障兒童作为特殊群体，在受教育的过程中较正常儿童而言，在认知、思维、兴趣、表达等方面均存在一定的差异。基于此，笔者将智障儿童作为研究对象，围绕数学学习，针对生活化情境的创设展开分析，致力于激发智障儿童的学习兴趣，帮助智障儿童更好地理解知识，感知数学。

一、数学教学内容的生活化，引导智障儿童走进现实

在数学课堂教学中，如果教师所传授的知识内容无法引起学生的兴趣，那么学生对于知识内容的记忆则属于短暂性的记忆，需要通过反复的复习和巩固才能达成掌握知识的目的。智障儿童因先天性的智力水平、认知水平缺陷，其记忆知识的能力更为薄弱，所以教师在实际的课堂教学中有必要关注这一差异，帮助智障儿童更好地掌握知识，走进数学，走进现实。数学教学内容的生活化主要是指，教师基于教材内容，联系生活中所蕴含的数学知识，基于生活开展教学。……