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读了《谈判断词“是”的用法》(详见本刊1993·9期,徐彦明)很受启发。文章指出了“是”的三种用法和含义。笔者在教学过程中发现不少学生在表达数学概念与命题、进行判断与推理时,对于经常用到的几个逻辑联结词极易发生在应用上和认识上的混淆,数学语言上的不规范,严重阻碍着学生对数学概念的理解和严密的逻辑论证能力的形成,应该引起教师们的重视。本文就此谈谈自己的认识,愿与同仁们商议。
After reading “The Usage of the Judgment Word “Yes”” (see the issue of 1993-09 issue, Xu Yanming) is very inspiring. The article points out three uses and meanings of “yes.” In the process of teaching, the author found that when students expressed concepts and propositions of mathematics, and judged and reasoned, several logic links that were frequently used were easily confused in application and understanding, and the mathematical language was not standardized. It seriously hampers students’ understanding of mathematical concepts and the formation of strict logical argumentation skills, which should arouse teachers’ attention. This article talks about his own understanding and is willing to discuss with colleagues.