I摘 要《义务教育数学课程标准（2011 年版）》指出，数学是研究数量关系和空间形式的科学。所有的数学问题无外乎是数与形的问题，也是两个最古老最基本的对象，是数学大厦深处的两块基石。小学生正是从具体形象思维向抽象逻辑思维过渡的关键阶段，数形结合思想正是学习数学的桥梁。研究显示，近一年开始重视“数形结合”思想在教学中的渗透；教师在教学中存在引导学生“数”与“形”之间转化困难；缺少对数形结合课程的教学反思；缺乏对数形结合全面性的认识以及渗透比较片面单一；在教学中应用具体实例少。在小学数学中，数形结合思想贯穿始终，涉及到教师教学、学生学习、学生解决问题等方面。因此，要增强教师专业素质；提升数形结合思想的认识；从学生角度出发分析问题，把握关键信息引导作图；进行教学反思，梳理教材内容构建对数形结合整体认知；加强师范生和在职教师对数形结合课程的培训；有效地结合直观方式才能提高教学质量，培养学生的思维能力，提升数学素养。关键词:小学数学；数形结合；数学教学IIAbstractThe Mathematics Curriculum Standard for Compulsory Education (2011 Edition) points out that mathematics is a science to study quantitative relations and spatial forms. All the mathematical problems are almost about the problems of number and shape, which are the two oldest and most basic objects, and the two footstones in the depth of the mathematical building. Primary school students are the key stage of the transition from concrete image thinking to abstract logic thinking, and the thought of combination of numbers and shapes is the bridge of learn mathematics. The research shows that in the past year, teachers have begun to pay attention to the infiltration of the idea of "combination of numbers and shapes" in teaching; teachers have difficulties in guiding students to transform between "numbers" and "shapes"; lack of teaching reflection on the course of "combination of logarithm and shape"; lack of comprehensive knowledge of "combination of logarithm and shape" and re...
