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《数学课程标准》提倡让学生经历知识的发生、发展形成过程,提倡对数学学习的评价要关注学生的学习结果,更要关注他们的学习过程。然而笔者在实际的教学过程中发现“过程”和“结果”的矛盾。“过程”和“结果”孰轻孰重?本文通过笔者的教学实际与研究,阐述了教师应该如何发挥自己的教学智慧,让过程更好地服务于结果,让结果更好地扎根于过程,使两者和谐共生,完美和合。
The standard of mathematics curriculum advocates allowing students to experience the occurrence of knowledge, the development of the formation process, to promote the evaluation of mathematics learning should pay attention to the learning outcomes of students, but also pay attention to their learning process. However, in the actual teaching process, I found the contradiction between “process” and “result”. Which of the following is the most important thing? The author of this article, through his teaching practice and research, expounds how teachers should exert their own teaching wisdom so that the process can better serve the result and make the result better Rooted in the process, so that both harmonious symbiosis, perfect harmony.