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世界上许多国家都把培养学生数学思维能力作为教学目标之一。我国的教学大纲指出:数学教学不仅要使学生学到知识,还要重视学生获取知识的思维过程。思维能力,就思维过程而言,是指分析、综合、比较、抽象、概括的能力,通俗地说,就是动脑想问题,善于运用所学知识去分析问题、解决问题的能力。从心理学研究认识到,人的思维虽然决定于外界客体的作用,但外界客体并不直接决定思维,而是通过大脑对感性材料进行“去粗取精,去伪存真,由此及彼,由表及里”的加工,间接地决定昔思维。因此.教师在教学中必须认真挖掘教材中的思维因素,遵循学生的认知规律,潜心组织学生的思维过程,提供思考问题的线索、方式和思路,引导学生自觉地实现由感性到理性的飞跃,使他们既掌握知识又学会思维方法,发展思维能力。
Many countries in the world regard the cultivation of students' mathematical thinking as one of the teaching objectives. The syllabus of our country points out that mathematics teaching should not only enable students to learn knowledge, but also attach importance to students' thinking process of acquiring knowledge. Thinking ability refers to the ability of analysis, synthesis, comparison, abstraction and generalization as far as the process of thinking is concerned. Ordinarily speaking, it is the ability of the mind to think about the problem and the knowledge to analyze and solve the problem. From the psychology research to realize that though human thinking is determined by the role of the external object, but the external object does not directly determine the thinking, but through the brain of the perceptual material “to crude and refined, to pseudo-true, and thus, from the table” The processing, Indirect decision-making. Therefore, teachers must carefully tap the thinking factors in teaching materials, follow the students 'cognitive rules, devote themselves to organizing students' thinking process, provide clues, ways and ideas for thinking problems, and guide students to consciously realize the leap from sensibility to rationality So that they not only acquire knowledge but also learn ways of thinking and develop their thinking skills.