论文部分内容阅读
从教学论的角度看,我们传统的数学教学忽视了学生在学习过程中的情感作用。一九八八年五月,国家教委在山东召开的新教材规划会议就强调,在教学方面,不仅要有知识的传授、技能的培养,同时还要有情感的交流,从心理学的角度看,学生在学习过程中一般有两个心理过程,其一是感觉——思维——知识——智慧——情绪——意志——性格(包括行为)的过程。智能的形成和发展必须是两个心理过程协调发展的结果,单纯强调某一过程只会事倍而功半。尤·克·巴班斯基曾论述过:“情感状态总是和内心感到激动、有反响、同情、喜悦、愤怒、惊奇和许多别的情绪相联系的,正因为如此,注意、记忆、理解某事物的意义在这种状
From a pedagogical point of view, our traditional mathematics teaching overlooks the emotional role of students in the learning process. In May 1988, the State Education Commission held a conference on the planning of new textbooks in Shandong to emphasize that in terms of teaching, not only the teaching of knowledge, the development of skills, but also the exchange of emotions, should be viewed from the perspective of psychology. Students generally have two psychological processes in the learning process. One is the process of feeling-thinking-knowledge-wisdom-emotional-will-character (including behavior). The formation and development of intelligence must be the result of the coordinated development of two psychological processes. Simply emphasizing a certain process will only double the effectiveness. U.K. Babansky once said: “Emotional state is always connected with inner feelings of excitement, repercussions, sympathy, joy, anger, surprise, and many other emotions. Because of this, attention, memory, understanding The meaning of something in this state