论文部分内容阅读
数学教学或者课堂不仅仅是一种传授,更多的是一种探究;不仅仅是“线性”的传递,也是“块状”的共享。如何在空间观念上给学生以更多的感悟,如何在推理能力和模型思想的建立方面给学生以更丰富的顿悟,都是值得教师长期叩问自己并付诸实践的前沿课题。
Mathematics teaching or classroom is not just a kind of teaching, more of a kind of inquiry; it is not just the transmission of “linearity” but also the sharing of “chunks”. How to give students more insight into the concept of space and how to give students a richer epiphany in the establishment of reasoning abilities and model ideas are the frontier subjects worthy of teachers’ long-term inquiry and practice.