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人的思维能力是在认识问题和解决问题的过程中形成和发展起来的。由于思维能力是智慧的主要标志,故有人又把思维的品质称为智慧的品质。人们由于先天素质、后天环境的不同,所受教育和实践活动的性质不同,在思维能力方面存在明显不同,所以思维的效率和效果也就不同。从这个意义上来说,教学中就应重视学生思维品质的培养,那么数学教学中应该怎样培养学生思维的品质呢? 一、一题多问,培养思维的广阔性 思维的广阔性指善于全面地考察问题,从事物的多种多样的联系和关系中去认识事物。教学中可以利用一题多问来培养学生思维的广阔性。 例已知关于x的方程 kx2-(2k+1)x+k=0,教学时可提出如下问题让学生思考。 ①当k为何值时,方程有实根?
People’s thinking ability is formed and developed in the process of understanding problems and solving problems. Since thinking ability is the main symbol of wisdom, some people call the quality of thinking as the quality of wisdom. Because of the different qualities of people and the nature of the acquired environment, the nature of education and practical activities are different, and there are obvious differences in thinking ability. Therefore, the efficiency and effectiveness of thinking are also different. In this sense, teaching should focus on cultivating the quality of students’ thinking. How can the quality of students’ thinking be cultivated in mathematics teaching? One or more questions, the breadth of thinking, the broadness of thinking, the goodness of thinking Investigate issues, engage in things in a variety of relationships and relationships to understand things. In the teaching, one question can be used to cultivate students’ broad thinking. For example, the equation kx2-(2k+1)x+k=0 is known about x, and the following questions may be asked for students to think about during teaching. 1 When k is the value, does the equation have real roots?