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1背景分析伴随新课改推进,中学数学教师对数学思想的认识有了一定的改观,在听课观摩中我们不时听到授课老师的“点睛”:这里用到了函数思想…这里是化归思想…,而学生对一些基本数学思想似乎也能说出一二.但若作进一步观察,不难发现对数学思想的认识还比较肤浅,大多还是标签式的,目前,对数学思想的界定、分类还比较模糊,国家数学课程标准没有系统给出,不少数学理论书籍虽也对数学思想有章节介绍,如文[1],[2]等,但各自的理论基础、分类标准、角度却存在较大分歧.近年对中学数学思想进行系统研究,影响比较大的是人教社中数室牵头
1 Background Analysis Accompanied by the new curriculum reform, secondary school mathematics teachers have a certain degree of understanding of mathematical thinking, listening to the lesson teacher from time to time we observe the “dot com”: Here used the function of thinking ... Here is the return Thinking ... ... and students seem to be able to say a few basic mathematical ideas one or two.But if further observation is not difficult to find that the understanding of mathematical thought is still relatively superficial, most of them are still tagged. At present, the definition of mathematical thought, Classification is still rather vague, the national mathematics curriculum standards are not systematically given, although many mathematical theory books are also chapters on mathematical thinking, such as the text [1], [2], but their theoretical basis, classification criteria, point of view There is a big difference.In recent years, the systematic study of secondary school mathematics thinking, the impact is relatively large is the number of people in the club to lead