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在高年級的數學教學中,必然要面臨這樣的一個時刻,這時為了使學生能自覺地與深刻地掌握今後的課程,應當本質上依據某些邏輯概要的知識,不過在以前的各年級中,學生不可能獲得必要的知識,所以在一定的教學階段上就產生了迫切的需要:給予學生一些有系統的、嚴格地敘述的、最低限度的數學的邏輯概要。我的個人經驗以及曾與我討論過這一問題的教師們的經驗證明,在邏輯學的領域內走馬觀花地流覽,不可能給上面所提的問題以充分全面的解答,所以我用一個定名為“數學命題和證明方法”的專門的課題給予學生們這些最低限度的邏輯知識。根據進行這一課題的四年工作經驗,產生了它的具體計畫,這一計畫我將在下面提出以供大家討論。
In high school mathematics teaching, it is bound to face such a moment. At this time, in order for students to be able to consciously and profoundly master future courses, they should essentially be based on the knowledge of some logical outlines, but in previous grades, Students cannot acquire the necessary knowledge, so there is an urgent need in a certain teaching period: to give students a systematic, strictly narrated, logical summary of the minimum mathematics. My personal experience and the experience of the teachers who have discussed this issue with me have proved that it is impossible to give full and complete answers to the above questions in the field of logic, so I use A special topic entitled “Mathematical Propositions and Proof Methods” gives students these minimal knowledge of logic. Based on four years of work experience in this subject, it produced its specific plan, which I will present below for discussion.