Paperback. Pub Date: 2017-03-01 Pages: $number Language: Chinese Publisher: Shanghai Education Publishing House Compulsory education Mathematics Course Standard (2011 edition) in course content put forward 10 core words. namely number sense. Symbol consciousness. space concept. geometrical intuition. data analysis idea. computing ability. reasoning ability. model .

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Title: Crossing the fault. getting out of the misunderstanding: the interpretation and practice of the core words of Mathematics curriculum standard(Chinese Edition)
ISBN 10: 754447254X
ISBN 13: 9787544472548
Binding: paperback
Condition: New

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《义务教育数学课程标准》（2011年版）在“课程内容”方面提出了10个核心词，即数感、符号意识、空间观念、几何直观、数据分析观念、运算能力、推理能力、模型思想、应用意识、创新意识。但“课标”仅仅给出了这10个核心词的简单介绍，并未具体展开，这给教师领会核心词的意义，以及应用到课堂教学中，带来了很多困惑。曹培英老师基于多年来参与课程标准制定、教材编写的经验和心得，特别是大量丰富的一线教学、教研经验，对这10个核心词做了细致的剖析，不仅引领教师从理论上理解核心词的概念和意义，更是对核心词如何浸润课堂给出了实践性的操作建议。可以说，本书是国内对“课标”10个核心词较全面、较资深的解读，对广大小学数学教育工作者极具参考价值。1.本书内容围绕“课标”核心词展开，而这也是2011年版“课标”重要的亮点之一，为广大数学教育工作者关注。本书对核心词的解读，应该是国内较全面、较深入、较资深的解读，理论联系实际，可以作为教师研读“课标”的案头书。2.本书作者曹培英老师系上海小学数学教育的领军人物，亦是国内著名的特级教师，在小学数学界具有较大的影响。曹老师参与过课程标准的研制和审查，参与过教材的编写，同时具有多年的教学、教研经历，其对核心词的解读深入浅出，关注实践层面，深受老师们的欢迎。这十多年来，小学数学课程教学改革取得了长足的进步。但由于一些方面的理论指导与实践操作的脱节，误区也决非个别。因此，直面问题，澄清模糊认识，扭转偏颇取向，十分必要。正是广大一线教师的敬业精神、执著的专业追求与某些课堂教学实际效果的反差，鞭策笔者秉承实事求是的思想，透过高大上的理论包装，用教学实践的话语系统，去剖析教学困惑，还原问题的本真，去沟通教什么、为何教、怎么教、怎么学之间的联系，为教师走出迷津，将精力、活力投向探寻返璞归真的路径与策略上去，提供一些经验教训。笔者愿为此而竭尽绵薄之力，无怨无悔。以史为鉴、审视当下、洞察未来。我们做了一个多世纪的加法，也该转入做减法的阶段了。……第一章数感第一节数感，“你”是什么第二节数感，想说“爱你”不容易第三节数感，可以怎样培养第二章符号意识第一节符号与数学符号第二节符号感与符号意识第三节小学数学怎样培养学生的符号意识第三章空间观念第一节还原空间观念的本来面目第二节怎样把握空间观念第三节怎样提升培养空间观念的教学水平第四章几何直观第一节怎样理解几何直观第二节相关术语的辨析第三节怎样培养、发展小学生的几何直观第四节几何直观的局限性第五章数据分析观念第一节“统计观念”与“数据分析观念”第二节“统计”与“概率”第三节数据分析观念内涵的解读第四节相关教学经验与瓶颈的分析第五节实践探讨第六节教学案例分析：“读图”第六章运算能力第一节运算能力的“前世今生”第二节运算能力“不倒翁”的原因第三节运算能力的“众说纷纭”第四节运算能力的结构分析第五节运算能力培养的某些认识与实践误区第六节运算能力培养的若干教学建议第七章推理能力第一节关于推理能力第二节小学数学学习中的推理第三节怎样培养小学生的推理能力第八章合情推理第一节问题的提出第二节怎样引导学生感悟合情推理的或然性第三节怎样启发学生确认合情推理的结论第九章模型思想第一节相关概念辨析第二节

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