陈长樟

摘要：农村小学数学两极分化现象，主要在于学生学习兴趣缺乏，自身学习意志薄弱，加之数学学科知识较为抽象?严谨?枯燥，导致学生两极分化现象严重。本文立足于新课程教育理念与数学学科特征，从学生个体心理因素?生理因素?环境因素等角度入手，探讨了两极分化形成的原因以及相应的应对优化措施，以期可以最大限度激发学生内在学习潜力，缩短学生之间的相互差异，从而达到整體提高学生学习水平和数学教学效益?效果的目的。

关键词：两极分化;小学数学;教学优化

【中图分类号】G623.5        【文献标识码】A          【文章编号】1005-8877（2021）29-0035-02

On the Strategy of Solving the Polarization of Mathematics in Rural Primary School

CHEN Changzhang  （Shangjing Central Primary School，Datian County，Sanming City，Fujian Province，china）

【Abstract】The phenomenon of polarization of mathematics in rural primary schools mainly lies in the lack of interest in learning of students，their own weakness in learning，coupled with the abstract，rigorous，and boring knowledge of mathematics，leading to serious polarization of students.This article is based on the new curriculum education concept and the characteristics of mathematics.Starting from the perspectives of individual students psychological factors，physiological factors，environmental factors，etc.，the reasons for the formation of polarization and the corresponding optimization measures are discussed，in order to maximize the students inherent learning potential and shorten the differences between students，so as to achieve The purpose of improving students' learning level and mathematics teaching effectiveness as a whole.

【Keywords】Polarization;Elementary school mathematics;Teaching optimization

数学是研究数量?结构?变化等相关概念的知识学科，其本身具有严谨的逻辑性和高度的抽象性，与低年段相比，小学高年段数学教学难度加大，学生在学习中遇到挫折，经常会出现失去学习信心，畏缩不前等学习问题。因此，教师要注重对学生学习动机和内在潜力的激发，倡导教学方法的多样化，引导学生在层次性和趣味性的学习体验中，感受学习的乐趣，积极地投身到学习中去。教师一方面要缩短学生之间的差距，另一方面要帮助学生形成良好的数学思想和思维习惯，引导学生在有意义的解题探索中，发展数学思维，增强学习意识，提高数学学习能力。

1. 尊重个体差异，实施分层教学

农村小学数学教学中的两极分化现象，受心理?生理?环境等多方面的因素影响，一方面由于后进生缺乏学习兴趣，容易受到外部环境因素影响，另一方面是随着年级的升高，数学知识难度逐渐加大，导致后进生学习热情较低，成绩落后差异明显，造成两极分化的现象加重。……