论文部分内容阅读
在数学解题训练中,解题后的反思是一个十分重要的环节.这是广大数学教师的一个共识,大家对解题后反思的诸多问题,例如:反思什么?目的和目标何在?怎样进行反思?如何提高反思的效率和效益?等等问题,教师们都积极进行探讨和研究,不但积累了大量的实践经验,还取得了许多理论成果,同时还在不断丰富和发展,解题后的反思已成为数学教学研究中的一个永恒的研究课题,有效促进着解题教学质量的提高.近读文[1],觉得其中有些提法值得商榷,遂用“注记”为题,凑就下文,敬请大家批评指正.1 关于“不到位”文[1]用副标题注明无思、偏思和浅思是解题过程中不到位的三种现象,而文中具体讨论的是解题后
In mathematics problem solving training, the reflection after problem solving is a very important link. This is a consensus of the majority of mathematics teachers. Many questions that people reflect on after solving a problem, such as: what is the reflection, what is the purpose and goal, and how does it proceed? Reflections, how to improve the efficiency and effectiveness of reflection, and so on, teachers have actively conducted discussions and research. They not only accumulated a great deal of practical experience, but also achieved many theoretical results. At the same time, they are constantly enriching and developing. Reflection has become an eternal research topic in the study of mathematics teaching, which effectively promotes the improvement of the teaching quality of solving problems. Recently reading [1], I feel that some of them are worth discussing and use the “Notes” topic. Coincidence with the following, please everyone criticize and correct. 1 On the “not in place” article [1] with the subtitle indicate that no thinking, partial thinking and thinking are three kinds of phenomenon in the process of solving the problem, and the specific discussion in the article The problem is solved