摘要
轻度智障儿童的数学学习必须以学生已有知识与生活经验为基础,将静态的知识建立在动态的思考之上,将抽象的数学结论建立在具体的感知之上。本文试图通过对教学情境的理性思考,探索创设教学情境的操作层面。教师可以通过生活背景、图形语言、数学假设以及态势语言等多种策略来创设教学情境,以增强轻度智障学生数学学习的有效性。
The mathematics study of the children with mild mental retardation should be based on their life experiences and known knowledge. At the same time, it should establish static knowledge on dynamic consideration and abstract mathematic conclusion on concrete sensation. This article attempts to explore the exercisable level of the design and creation of teaching circumstances through the rational thinking of the situation. Teachers can design and create teaching circumstances through strategies like life background, pictures and graphs, mathematical suppositions and specifically gestures to improve the efficiency of the mathematics study of the children with mild mental retardation.
出处
《中国特殊教育》
CSSCI
北大核心
2006年第3期13-16,共4页
Chinese Journal of Special Education
关键词
轻度智障儿童
教学情境
策略
children with mild mental retardation teaching circumstances strategy
