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让人人掌握数学,让学生在数学学习中不断体验成功,增强学生理解和应用数学的自信心,应该成为义务教育阶段中小学数学教育十分重要的目标。在平时的教学中,我们所说的“优等生”,他们不断地体会到来自老师和同伴的肯定,不断地体会到学习的成功。正因为这许许多多的成功,使得他们敢于动手动脑做数学,敢于面对一个数学问题大胆地去尝试、去实践,在他们自己做数学的过程中,构建起较强的分析问题和解决问题的能力。相反,当一个学生数学作业中的错误实在太大,或者在上数学课时迟钝得令人恼火,原因常常是:他(她)不想学数学,不愿意理解数学问题。在这些通常称为“差生”的数学学习生涯中,教师很少为他们创造获得成功的机会,很少有来自老师和同伴的肯定,他们的数学学习生涯是不断体会、品尝失败的过程。他们自然就失去了学好数学的自信心,他们当然也就不会喜欢数学。义务教育阶段的数学教育,如果不能培养出一大批喜欢数学的公民,这将是数学教育的最大悲剧。
It is a very important goal for primary and secondary math education in compulsory education to let everybody master mathematics, let students experience the success constantly in mathematics study, enhance students’ self-confidence of understanding and applying mathematics. In normal teaching, what we call “excellent students”, they continue to appreciate the affirmation from the teachers and their companions, and constantly realize the success of learning. It is precisely because of so many successes that they dare to start thinking about mathematics, dare to try boldly in the face of a mathematical problem, practice it, build strong analytical problems and solve problems in their own mathematics Ability. Conversely, when a student’s math homework is too much of a mistake or is dull in mathematics, it’s often because he or she does not want to learn math and does not want to understand math. In these math-learning careers, often referred to as “poor students,” teachers seldom create opportunities for them to succeed, seldom come from teachers and peers, and their math learning careers are constantly in the process of learning how to taste the failures. They naturally lose their self-confidence to learn math, of course, they will not like math. Mathematics education in the compulsory education phase, if you can not train a large number of citizens who like mathematics, which will be the greatest tragedy in mathematics education.