论文部分内容阅读
在“中学数学教学大綱(修訂草案)”的第一段說明中就明确地指出了“中学数学教学的目的是教給学生有关算术、代数、几何和三角的基础知識,培养他們应用这些知識解决各种实际問題的技能和技巧,发展他們的邏輯思維和空間想象力。”从我們的具体实践中也深深体会到只有使学生牢固的掌握数学的基础知識和获得必要的基本技能才能够真正提高教学貭量。基础知識与基本訓练是密切联系着和互相依賴着的,是不可分割的統一体。就基础知識与基本訓练的內容来看也是相对的,譬如說,学生从低一级学校升入高一級学校学习,从一年級升入二年級学习,由这一个学期轉入下一个学期学习,由这一个单元进入下一个单元学习,等等;其基础知識与基本訓练的內容应当是在相对的基础上規定与提出的。正象我們爬楼梯一样,是要以一级一级为基础才能爬到楼上去一样。当
In the first paragraph of the “Middle School Mathematics Syllabus (Revised Draft)”, it was clearly stated that “the purpose of mathematics teaching in middle schools is to teach students basic knowledge about arithmetic, algebra, geometry, and triangles, and to train them to apply these knowledge to solve problems. Skills and techniques of practical problems, developing their logical thinking and spatial imagination.” From our concrete practice, we also deeply understand that only by making students master the basic knowledge of mathematics and acquire the necessary basic skills can they really Improve teaching quality. Basic knowledge and basic training are closely linked and mutually dependent, and are inseparable unity. The relative knowledge of basic knowledge and basic training is also relative. For example, students are promoted from a lower-level school to a higher-level school, from the first grade to second-grade school, and from this semester to the next semester. , from this unit to the next unit to study, etc.; its basic knowledge and basic training content should be specified and proposed on a relative basis. Just as we climb stairs, we must base ourselves on the first class to climb upstairs. when