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本文是笔者听华师大二附中郑老师“复数的概念”教学后做的一个案例分析,旨在呈现概念教学一种模式,即在教学中揭示数学概念产生与形成时,融入数学历史背景和发展过程,使学生了解确立概念的合理性和必要性,学生就会产生浓厚的兴趣去追根溯源,探知前人的认知历程,弄清来龙去脉,更深刻地理解数学概念本质。一、教学过程概述1、数的诞生出示课件:绳扣记数——远古时代南美印加帝国的记数方法。师:请说出下列符号所表示的数
This article is a case analysis of the author after listening to Teacher ZHU and “Concept of Plurality” in Teaching Chinese as a Second Major, aiming at presenting a model of concept teaching, that is, when teaching and revealing the emergence and formation of mathematical concepts, Background and development process, so that students understand the rationality and necessity of establishing the concept, students will have a keen interest in tracing the source, to explore the cognitive process of their predecessors, understand the context, a deeper understanding of the concept of mathematical concepts. First, the teaching process overview 1, the birth of the number of students to produce courseware: Rope count - ancient times South America Inca empire counting method. Teacher: Please indicate the number of the following symbols