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数学思想方法总是随着数学知识的逐步加深而表现出一定的递进性,数学思想方法的形成,要经历一个从模糊到清晰、从理解到应用的过程,需要通过对不同的数学内容加以提炼、总结。因此,教学时要体现出孕育、形成和发展的层次性,把握契机,有机渗透,重在领悟,引导学生在主动探究数学知识的过程中,领悟和掌握符号化、化归与变换、数学建模、集合、一般化与特殊化、类比等数学思想方法。
Mathematical thinking methods always show some progressiveness with the gradual deepening of mathematical knowledge. The formation of mathematical thinking methods goes through a process from obscurity to clarity and from understanding to application, and needs to be solved through different mathematical contents Refined, concluded. Therefore, teaching should reflect the level of gestation, formation and development, grasping the opportunity, organic penetration, focusing on comprehension and guide students in the process of proactively exploring mathematical knowledge, comprehend and grasp the symbolization, transformation and transformation, mathematical construction Mode, collection, generalization and specialization, analogy and other mathematical ideas and methods.