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猜想是一种创造性的思维活动,它既是科学发现的先导,也是实现问题解决的一种重要手段。在数学教学中应用猜想教学,能使学生根据已有的知识和材料,通过直觉观察、动手操作、归纳和类比等方法猜想新知,并对猜想的内容进行验证。学生由“猜想—验证”的学习方式,再现数学知识的发现过程,不仅能够扎实获得数学知识和技能,灵活运用思想和方法,还能获得学习的美好体验,享受发现学习带来的愉悦,这将有利于改变长期以来数学课堂教学中过分重视学生知识、技能的习得而忽视知识的形成过程和学生的体验。
Conjecture is a creative thinking activity. It is both a precursor to scientific discovery and an important means to solve problems. The use of conjecture teaching in mathematics teaching enables students to guess new knowledge through intuitive observation, hands-on manipulation, induction, and analogy based on existing knowledge and materials, and validate the conjecture. The student’s “guess-verification” learning method reproduces the process of discovering mathematical knowledge. It not only earns solid knowledge and skills in mathematics, but also uses ideas and methods flexibly. It also has a good learning experience and enjoys learning. This will help to change the long-term acquisition of knowledge and skills in students’ mathematics classroom teaching, while ignoring knowledge formation and student experience.