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在教学过程中要注意变换作为直观对象的事例,《教育心理学》上称之为对象变式。例如,在讲“弦切角”的概念时,不能仅仅画小于90°的弦切角,还要画出等于90°、大于90°的弦切角,否则,学生就容易形成“弦切角都是小于90°”的错觉。在数学概念教学中,“变式”所表现的形式,通常有变换图形的位置、变换图形的形状、变换数字、变换式子、变换图形之间或数式之间的相互关系等等。在数学概念教学中,有些同志由于不注意运用对象变式,往往形成学生在概念理解上的狭隘与差错,把概念的非
In the teaching process should pay attention to the transformation as an example of intuitive objects, “Educational Psychology” called the object variant. For example, in the notion of “chord cut”, you can not just draw chord cuts less than 90 °, but also draw chords equal to 90 ° and greater than 90 °; otherwise, students are more likely to form “chords Are less than 90 ° ”illusion. In mathematics concept teaching, the form of “variant” usually has the position of changing the shape, changing the shape of the shape, changing the number, changing the type, changing the relationship between the figures or the numbers, and so on. In the teaching of mathematical concepts, some comrades tend to form the students' narrower parities and errors in conceptual comprehension because they do not pay attention to the use of the object variants.