初中数学教学中生命化教育 中英文对照

初中数学教学中生命化教育

中英文对照

On life education in junior high school mathematics teaching in Chinese and English.

【论文摘要】新课程背景下的初中数学课堂教学，必须依据学生心理发展的特点，为学生创设实践活动和探索的情景。让学生在积极活动中探索学习，了解世界和人生的本质，在积极活动中促进心理的全面健康发展。本文主要论述了新课程背景下如何在初中数学课堂中渗透生命教育，促进学生健康人格的发展。

[ Abstract ] the junior middle school mathematics classroom teaching under the new curriculum background, must according to the characteristics of the psychological development of students, the creation of practice and exploration for the students. Let students explore learning in action, to understand the nature of the world and life, and promote comprehensive development of psychological health in positive activities. This paper mainly discusses how the new curriculum in the context of Infiltrating Life Education in junior high school mathematics classroom, promote the development of students' healthy personality.

【论文关键词】新课程；初中数学；生命化教育

[ key ] new curriculum; junior high school mathematics; Life Education

新课程理念下的课堂教学要以学生的发展为本，要树立“生命化课堂”的观念。生命课堂是基于教育的生命意识，从学生的生活经验出发，通过师生互动共同创设出新的生活经验，使生命融入新质，从而促进学生的生命发展。因此，我们要提高生命化教学意识，创设良好的和谐氛围，改进教学方法及评价机制，使生命化教育寓初中数学课堂教学之中。

The new curriculum classroom teaching to student-centered development, to establish a " life classroom " concept. Life class is based on the life consciousness education, starting from the life experience of students, through the interaction between teachers and students together to create a new life experience, make life into the new matter, so as to promote the development of students' lives. Therefore, we should improve the life teaching consciousness, create the harmonious

atmosphere, improving teaching methods and evaluation mechanism, make the life education in junior high school mathematics classroom teaching.

1.创设和谐学习氛围

1 create a harmonious learning atmosphere

在数学课堂教学之中，要让每一个“生命”都得到发展，就必须创设和谐的学习氛围，建立师生间的平等关系。生命只有在宽松和谐的课堂气氛中才能成长。在和谐的课堂里，学生是学习的主题，是知识的积极建构者，教师承担的是“人格引领”和“学业指导”。教师用自身的生命体验去接受、同化教材，获得属于自己的灵魂认识，即有自己的教学思想，自己的生命真切体会，用自己的生命表达方式，去与学生交流、碰撞，使双方都得到感悟，从而提高生命的质量。教师还要用“师之爱”激发“生之情”，用真挚的感情去滋润学生的心田，帮助学生克服心理阻碍，增强学生学习自信心，使学生在一种轻松、愉快的气氛中学习。

In mathematics classroom teaching, to make each a " life " are developed, it is necessary to create a harmonious learning atmosphere, establish an equal relationship between teachers and students. Life can only grow in a relaxed and harmonious classroom atmosphere. In the harmonious classroom, students are learning the subject, is actively construct knowledge, teachers " personality is leading " and " academic guidance ". The teacher with their own life experiences to accept, assimilative material, get their own soul, that is their teaching ideas, their life experience, expression way with his own life, to exchange, collision and students, so that the two sides are feeling, so as to improve the quality of life. Teachers should use " the love " excited " love ", with sincere feelings to nourish the hearts of students, to help students overcome the psychological barriers, enhance students' self-confidence in learning, so that students learn in a relaxed, pleasant atmosphere.

2.教学评价生命化

2 teaching evaluation of life

2.1对学习态度的评价评价学生是否遵守上下课的时间，是否尊重教师的劳动，做到认真听讲，不做与学习无关的事。学生能否积极参与教学的全过程，认真做学习笔记，勤于思考，积极举手发言；学生是否具有探索数学问题的灵活性，愿意尝试各种解决问题方法；对从事数学活动具有好奇心、探索欲，并富有一定创造性，有强烈成功欲望等等。Evaluation of 2.1 on learning attitude evaluation whether students abide by school time, respect teachers work, do not listen to the teacher carefully, doing nothing to do with learning. The whole

process of the students can actively participate in teaching, to make study notes, diligent in thinking, active to speak; whether students have the flexibility of exploring mathematical problems, willing to try a variety of methods to solve the problem; in mathematics activities with curiosity, desire to explore, and full of creative, have a strong desire to succeed.

2.2对任务完成的评价

The 2.2 task of evaluation

分为课前预习和完成课业两个方面。课前预习评价学生能否认真完成预习笔记，带全学习用具，包括书、本等；课前要把当堂教学用具齐放在桌面上；完成课业评价学生是否按时、准确完成课后大练习考试及是否认真完成作业，按时上交作业，等等。

Completed two lessons for previewing and. Pre-class assessment whether students finish preparing notes, with the whole learning tools, including books, book; the classroom teaching aid lit on the desktop to complete homework before class; evaluate whether students on time, accurate finish after class practice exams and homework carefully, according to the time on homework, etc..

2.3对数学思考的评价

Evaluation of 2.3 of mathematical thinking

对数学思考的评价要关注学生在面临各种问题情境时，能否从数学的角度去思考问题，能否发现其中所存在的数学现象并运用数学方法解决问题，要关注学生在数感与符号感、空间观念、统计意识、推理能力、应用数学的意识等方面的发展情况，面对现实问题时，能主动尝试从数学角度、用数学思维方法去解决问题的策略，具有统计的观念。

On the evaluation of mathematical thinking of students to pay attention to in the face of all kinds of problem situation, whether to think about the problem from the angle of mathematics, mathematics can be found the phenomenon which and the use of mathematical methods to solve the problems, the development must pay attention to the student in the number sense and symbol sense, the concept of space, statistical consciousness, reasoning ability, consciousness of Applied Mathematics and so on, face the reality problem, can from the angle of mathematics, mathematics thinking method to solve the problem of strategy initiative to try, with statistical concept.

3.课堂教学生命化

The life 3 classroom teaching

新课程理念下的教学，要尊重学生的个性差异。倡导“自主、探究、合作”的生命化学习方式，学生才能在教学中逐步形成自己对数学知识的理解和有效的学习策略。这样每个学生

才能得到发展。

The teaching under the new curriculum, to respect the individual differences of students. Advocacy of " life of learning autonomy, inquiry, cooperation", students can form their own understanding of mathematical knowledge and effective learning strategies gradually in the process of teaching. So that each student can get development.

3.1让学生经历操作活动的过程，通过动手实践学习数学。新课程标准强调学生探索新的经历和获得新知的体验。课堂中的知识只有通过学生体验融合在一起，才是真正的知识。学生只有用外显的动作来驱动内在的思维活动，并把外显的操作过程抽象成数学表达，才能从中感悟并理解新知的形成和发展，体会学习数学的方法和过程，获得数学活动的经验。例如：探究“摸到白球的概率”一节的片段：（1）盒子里装有个大小形状完全相同的白球。师：从盒子里任意摸出一个白球，从盒子里任意摸出一个红球，这两个时间是什么事件？可能性是多少？并用数轴表示。（2）再将5个形状大小和白球完全相同的红球放入盒子中。师：从盒子中任意摸出一个球是白球，从盒子中任意摸出一个求是是红球，这两个时间是什么事件？可能性是多少？并用书桌表示。（3）盒子中有4个白球和1个红球.师：从盒子中任意摸出一个是红球发生的可能性比上次活动摸到白球的可能性大了还是小了？任摸一红球呢？在用数轴表示出来。师：能否用一个确切的数据表示在此摸球活动中所有摸到白球的可能性？此时一名学生说：“这太简单了能否再难一点？”。学生渴望求知，老师然后提出：（4）在再5个球中（4个白球1个红球）4人共做20次摸球游戏，记录摸到白球的次数和概率——在一个个反馈过来的动态信息中，不难看出学生已经体验到的频率和概率的关系并在实践过程中认识到：在大量重复试验的基础上，试验的每个结果都会显出其频率的稳定性，可以用频率估计事件发生的概率。这就是数学地思考。

3.1 let students experience of operating activities, through the practice of learning mathematics. New curriculum standard emphasizes students to explore new experience and new knowledge is gained experience. Knowledge in class only experience together with the students, is the true knowledge. Only students with explicit action to drive the inner thinking activity, and the explicit operation process is abstracted as mathematical expression, in order to comprehend and understand the formation and development of new knowledge, experience learning method and process of mathematics, mathematics activity experience. For example: " the probability of touch " white ball to a section of the fragment: ( 1 ) box contains exactly the same size and shape of a white ball. Teacher: find a white ball from the box of arbitrary, pulled out a red ball from the box,

the two time is what event? How likely is it? And use a number line representation. ( 2 ) the 5 shape size and white balls of identical red ball into the box. Teacher: from the box in any touch a ball is a white ball, from the box in any touch a Qiushi is red, the two time is what event? How likely is it? And the desk said. ( 3 ) there are 4 white and 1 red box. T: from the box in any touch a possibility of occurrence is red than the last activity touch the possibility of the white ball big or small? Let the touch of a red ball? In the axis show. Teacher: can be expressed by an exact data on the ball in all touch the white ball possibility? When a student said: " this is too simple can be harder? ". Students' thirst for knowledge, the teacher then put forward: (4 ) in 5 balls ( 4 white ball 1 ball ) 4 people a total of 20 times to touch the ball game, recording touch white ball number of times and probability -- in a feedback from dynamic information, it is not difficult to see that the students have to experience the frequency and the probability of and in the course of practice to realize: Based on a large amount of repeated tests, results of stability test of each will show its frequency, can be used to estimate the probability of event frequency. This is the mathematical thinking.

3.2从教材中挖掘生命教育内容进行教学。新课程标准强调教师要利用好教材，挖掘教材中的生命教育内容，向学生进行生命教育。例如：在讲授《刹车距离与二次函数》时，提出：（1）从图像中你能看出刹车距离与行车速度有什么关系吗？（2）假如你是司机师傅在限速路段你会怎样做？说说这样做的理由。（3）在你骑车上下学的路上尤其是雨雪天气你会怎样做？结合本节内容谈谈你的体会。这样教育远比单纯说教效果要好的多。

3.2 from the teaching contents of life education teaching. The new curriculum standard emphasizes that teachers should make good use of teaching materials, mining content of life education in teaching material, carry out life education to students. For example: in the teaching of " the braking distance and the two functions: ( 1 ) ", from the image you can see the braking distance and speed have what relation? ( 2 ) if you are the driver on the road speed limit, how would you do? Talk about the reason for doing so. ( 3 ) on the way you ride to school especially do rain and snow weather you? Combined with the experience of this section about your. Such education is far much better effect than the simple preaching.

总之，生命教育不是靠一朝一夕能做好的，它是一个长期的系统工程。我们每个人都要提高生命教育意识，树立生命教育的责任感，改变教育教学方式，把数学课堂由“知识课堂”转变为“生命化课堂”这是时代的要求。

In short, life education is not to rely on a short duration of time can do, it is a long-term system engineering. Each of us must improve the life education, set up life education responsibility, change the education teaching way, the mathematics classroom from " knowledge class " to " life classroom " this is the requirement of the times.