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首页 > 期刊问答网 > 期刊问答 > 学校环境教育论文范文初中数学

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Easy to overlook the answer"Fact is stranger than fiction, we also have many interesting mathematical For example, in the ninth book, I now have a problem in the workbook, education, said: "this is a passenger train to the west, the east from 45 kilometers per hour line, stop, then after 5 hours just what the halfway point of the two cities from 18 km, two things WangXing? How many kilometres from town with the small English in this problem, the calculation method and the results are not the XingSuan king of the number of kilometers than small calculates km less, but the results of the two to This is why? You want to come? You count them two listed in the " Actually, this problem is we can very quickly made a kind of method is: 45 x 5 = 5 (km), 5 + 18 = 5 (km), 5 * 2 = 261 (km), but look close scrutiny, he felt something was Actually, here we overlooked a very important conditions, "this is just what the halfway point of the city from the conditions of 18 kilometers away from" the word ", not to say, or more than halfway If it is not from the middle point to 18 kilometre, column type is the front, if is a kind of more than 18 kilometers halfway, column type should is 45 by 5 = 5 (km), 5-18 = 5 (km), 5 x 2 = 189 (km) So the correct answer is: 45 x 5 = 5 (km), 5 + 18 = 5 (km), 5 * 2 = 261 (km) and 45 x 5 = 5 (km), 5-18 = 5 (km), 5 x 2 = 189 (km) Two answers, WangXing answers with the small English answer is In the daily learning, often have many problems, aim to answer is more in practice or neglected in the exam, we need to carefully examines the topic is, life experience, close scrutiny, correct understanding of Otherwise easily overlooked the mistake, the About "0"0, it is the earliest human contact Our ancestors started only know no and have no is 0, 0, so did? Remember the elementary school teacher once said, "any number of minus itself is equal to 0, 0 means without " That is simply not We all know that the 0 degrees centigrade thermometer said the freezing point of water ( a standard under the pressure of the mixture of water temperature), including 0 is solid and liquid water But in Chinese characters, 0 means that a zero, such as: 1 more pieces), Decimal 2) not certain Thus, we know that the "no amount is 0, but not without number, 0 solid and liquid said the differentiator, ""Any divided by " no significance for This is the primary school teacher still talking to a conclusion about the "0", then the division (primary) is divided into several copies will be a, how much A whole cannot into a "0" no Then I realized the a / 0 0 0 to limit can be expressed in the variable (a variable in the process of changing its absolute than any small forever is positive), shall be equal to a variable in the infinite (changes in its absolute than any big is positive) Get a theorem about 0 "zero limits of variables, called an infinitesimal"

学校环境教育论文范文初中数学

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deguohan

【学术科研网 - 教育学论文】浅谈如何在小学数学课堂中渗透环境教育“环境保护,教育为本”,环境问题关系到中华民族的生存与灭亡,取决于一代又一代人的不懈努力。目前的大多数学校并没有专门设置环境教育的课程,主要措施是通过学校的已开设的课程,向学生渗透环境教育和提供有关的环境活动。通过这样的教育能够有助于学生全面发展认知、态度、价值观等各个方面,从根本上认识环境问题,从而建立自身的道德观与社会价值观,作出明智判断。在数学学科的教材中,就渗透着许多与环境教育有关的内容。从而也使数学在环境教育的领域中发挥着其他学科不可替代的独特作用。我们如何在小学数学的教学中恰切的渗透环境教育,就是我们教师需要考虑的问题。现就此问题谈些自己的看法。一、把握学科特点,重树教学目标。数学是研究客观现实的数量关系和空间形式的科学,它既有高度的抽象性,同时又与人类现实环境紧密联系。数学可精确地体现环境问题,把环境问题融于数学教学之中,这正是数学源于客观实际并服务于客观实际这一特点的重要体现。目前,在数学学科的教学目标的制定中,教师往往只重视的是学科知识的掌握,而忽略了在学科教学中对学生的环境教育的渗透。一节课的教学目标是教师和孩子共同努力和前进的方向。因而,在小学阶段,数学教学中应注重环保意识的起步培养,教育学生从生活的点滴做起,在教学过程中逐步的通过感知、体验等方式培养起朴素的、根深蒂固的环境意识。二、深挖教材,渗透环境教育。环境教育的信息种类繁多、形式多样,但在数学教材中,并不占明显的地位,这就需要教师认真钻研教材,充分发掘教材中潜在的环境教育的因素,把环境教育贯穿于对知识的分析中,结合教学要求,从不同角度使用这些丰富的数据材料,融于教学之中,内隐渗透、潜移默化。当教材中出现类似于动物在自然界中玩耍的图时,教师可以引导孩子说一说目前地球上的动物的生存情况,我们应该怎样对待动物等问题;当教材中出现收集废旧的电池等统计问题时,教师可以引导孩子说一说废电池对环境都有些什么影响,说一说我们应该怎么做;在学习亿以内的读法时,教师可以出示一些具体真实的数字如:2000全国仅计算人类生产活动中产生和排放的废弃物所造成的水污染而带来的经济损失,该数字达到了5980000000元。通过这组材料,不仅使学生掌握了亿以内数的读法,也培养了学生对环境问题的关注,对学生树立人与自然和谐相处的观念具有潜移默化的作用。其实,现在的教材图文并茂,大部分插图都包含着环境教育内容,如教材出现有关校园的图片时,让学生看到校园里整洁、优美的环境,在让学生数数或者解题的同时,教育学生要爱护我们周围的一草一木,一山一水,爱护公共设施,不随地吐痰,不乱扔纸屑杂物等,使我们生活的环境多姿多彩,生气勃勃;让学生知道美好的校园环境需要我们大家共同来营造,爱护学校的花草、树木、校舍、操场、游泳池……是我们每个小朋友义不容辞的责任。三、开展活动,培养环保意识。这里的活动指:教学中的游戏、社会实践、查阅知识、综合实践等等。这些活动是学生学习知识的一个重要的途径,通过活动既能够让学生切身感悟知识,也能够激发了学生学习数学的兴趣,还能够增强了学生环保意识。如:在教授小学数学第七册(苏教版)第五单元“年、月、日”时,当老师问到:植树节是在哪一个季度?今年这个季度一共有多少天?首先让学生说出植树节是几月几日,国家为什么要定3月12日是植树节,植树有什么好处呢?学生回答这些问题以后,再追问学生:“你能说出与环境有关的节日吗?如果现在你不知道,课后可以查阅收集这方面的资料,在下一堂课进行交流。课后学生通过翻查日历、报纸等知道了与环境有关的节日除了植树节还有爱鸟周、世界环境日、世界无烟日……学生通过课外查阅,扩大了知识面,而且培养了孩子主动获取知识的能力,在能力的培养过程中又能够培养学生环保的意识。四、点滴做起,增强环保意识。环保教育过程既是说理、训练的过程,也是情感陶冶和潜移默化的过程。教师自身的形象和教师体现出来的一种精神对学生的影响是巨大的,也是直接的。所以,在平时的生活中教师要长期的坚持以身示教,自己从点滴做起,带领孩子正真做到保护环境,保护自己的家园,“润物于无声之中,育人于不觉之间”,另一方面也弥补了课堂教学之不足。地球只有一个,它是我们唯一的生存空间,因此提高全人类的保护环境意识,是势在必行。作为一名数学教师,应该认识到我们肩负的重任,根据自己的学科特点和教材内容有机的渗透环境教育,这样才能更好为祖国培养新一代的栋梁之才。
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沙漏45221

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