数学是思维的科学,在数学课堂教学中,如何抓住每一课时进行思维训练呢?笔者以北师大版《数学》“等可能事件的概率”一课的教学为例,来说明教材编排与思维训练的关系.一、准确理解教材编排的意图等可能事件的概率,教材中分配了四个课时,相比2001版教材,多出了两个课时.如此简单的内容,还需要安排这么多课时吗?一般任课教师都会得出这样的第一印象.仔细思考后会发现,我们要紧紧抓住这段教材,因 Mathematics is the science of thinking, in mathematics classroom teaching, how to seize every lesson when thinking training? The author to Beijing Normal University version of “Mathematics” and “Probability of other events” teaching as an example, to illustrate The relationship between textbook layout and thinking training: First, an accurate understanding of the probability of possible arrangements such as the intent of the textbook layout, the distribution of four hours in teaching materials, compared with 2001 version of the textbook, an extra two class hours.Such simple content, you also need Arrange for so many hours? General teachers will come to such a first impression. After careful consideration will find that we must firmly grasp this textbook, because