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数学教学设计的有效性最深层次的体现,就是教师通过自己的思维活动设法将数学家的思维活动过程成功地转化为学生的思维活动,模拟数学家处理数学问题的关键环节是一条有价值的路径。数学教学目标的实现,归根结底在于发挥数学知识资源中蕴藏的教育价值。数学教学所要传授的知识相对固定(其最低限度已经写入课程标准,从而有据可查)。但是,运用什么样的方式来传授这种已经设定了的知识?由于教师的教学理念、预设的教学目
The deepest manifestation of the validity of mathematical instructional design is that teachers try to translate the process of thinking activity of mathematicians into thinking activities of students through their thinking activities. It is a valuable path to simulate mathematical mathematicians’ handling of mathematical problems . The realization of the goal of mathematics teaching, in the final analysis, lies in exerting the educational value contained in the mathematical knowledge resources. The knowledge to be imparted in mathematics teaching is relatively fixed (it has at least been written into the curricular standards so that it is well documented). However, what kind of method is used to impart this already-established knowledge? Because of the teaching philosophy of teachers, the pre-set teaching content