【摘 要】
：
解题可以帮助学生深刻理解数学概念、掌握数学方法进而锤炼数学思维,正如波利亚所言,“掌握数学就意味着学会解题”.解题教学无疑是数学教学的重点,对于高三数学复习而言,更可谓是主旋律.如何开展解题教学?不能只有“数”(计算推理)而不见“形”(想象直观),不能只有解题方法的简单堆积而没有对解题策略的思考,不能只有“怎么解”的具体操作而没有“为什么这样解”的不断追问.有鉴于章建跃博士提出的数学教育要“取势、明道、优术”[1 ] ,我们以为,数学解题也需要“取势、明道、优术”;在可视化技术的支持下,通过直观想象指引解
【机 构】
：
江苏省常州市第五中学 213001;江苏省常州市田家炳高级中学 213001
论文部分内容阅读
解题可以帮助学生深刻理解数学概念、掌握数学方法进而锤炼数学思维,正如波利亚所言,“掌握数学就意味着学会解题”.解题教学无疑是数学教学的重点,对于高三数学复习而言,更可谓是主旋律.如何开展解题教学?不能只有“数”(计算推理)而不见“形”(想象直观),不能只有解题方法的简单堆积而没有对解题策略的思考,不能只有“怎么解”的具体操作而没有“为什么这样解”的不断追问.有鉴于章建跃博士提出的数学教育要“取势、明道、优术”[1 ] ,我们以为,数学解题也需要“取势、明道、优术”;在可视化技术的支持下,通过直观想象指引解题方向(取势)、深度挖掘明晰本质属性(明道),达成模型构建优化解题方案(优术)的解题教学目标.在此过程中,不仅有解题思路的过程展示,解题策略的形成解构,更有解题观念的实质突破和“原来如此”的美妙感悟.本文谨以一节高三微专题复习课“与导数有关的函数零点问题”为例,与读者分享可视化视角下的数学解题教学.
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