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“数学是过程”是《新课程标准》提出的重要理念。在这个理念中,包含着数学的基本方法。比如从特殊到一般,从具体到抽象,从现象到本质的发现教学规律;比如分析与综合,归纳到演绎,联想到类比的研究数学的一般方法;比如数形结合,运动观点等等。我们大家都知道,在几何定理的教学中,学生往往只会被动的接受这个定理,而忽略定理的形成过程以及定理内部所包含的数学思维。当然,定理是客观存在的,但是这个客观存在为什么是正确的?它存在的合理性、正确性是怎样体现的?如果学生没有对定理产生过程进行知其“所以然”的探究,就未必能掌握它的数学本质。
“Mathematics is the process” is an important concept proposed by the “new curriculum standards.” In this concept, the basic method of mathematics is included. For example, from the special to the general, from the concrete to the abstract, from the phenomenon to the essence of the discovery of teaching laws; for example, analysis and synthesis, induction to deduction, association of analogy to the general method of studying mathematics; such as the combination of number and shape, sports point of view and so on. We all know that in the teaching of geometric theorems, students often only passively accept this theorem, ignoring the formation process of the theorem and the mathematical thinking contained within the theorem. Of course, the theorem exists objectively, but why is the objective existence correct? How does the existence and rationality of its existence be reflected? If students do not understand the “theoretical process” of the theorem production process, it may not be necessary. Can master its mathematical nature.