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记得有一次参加一个教研活动,听了好几节教研课后,突然有了一种感觉:一年级的孩子对数学最有兴趣,在课堂上出现的问题与错误也最多。越是高年级的学生出现的问题与错误也越少,但学习的积极性也越差。作为一个数学老师,想到这个,无疑是很痛心的。通过调查,得出了一个非常震惊的事实:我们的数学教学,让学生感受不到价值!一、数学的价值具有鲜明的两重性“纯粹数学派”认为:数学的价值表现在数学以严谨的演绎思维、缜密的逻辑推理,充分发挥了人的心智的功能,满足了人们求真、向善、唯美并乐于接受挑战的美好天性,使数学具备了抽象的理性价值。而“应用数学派”认为:由数学的经验性和实践性衍生出来的数学应用的广泛性,直接决定了数学的实用价值。
I remember once participated in a teaching and research activities, after listening to several sections of teaching and research, I suddenly had a feeling: first grade children are most interested in mathematics, in the classroom problems and mistakes are most. The more senior students there are fewer problems and mistakes, but the less active they are in learning. As a math teacher, think of this, no doubt very sad. Through the investigation, I came to a very shocking fact: Our mathematics teaching can not let students feel the value! First, the value of mathematics has a distinct duality. “Pure mathematics school” holds that the value of mathematics is expressed mathematically in mathematics The deductive thinking and careful logical reasoning have given full play to the functions of the human mind and satisfied the good nature of seeking truth, goodness, beauty and willingness to accept challenges, making mathematics possess abstract rational values. And “Applied Mathematics ” that: the mathematic experience derived from mathematics and practicality of the extensive application of mathematics directly determines the practical value of mathematics.