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美国心理学家吉尔福特认为,发散思维是“从所给的信息中产生信息,其着重点是从同一的来源中产生各种各样为数众多的输出,并且很可能会发生转移作用”.数学是思维的体操,数学课堂教学对学生思维的培养有着举足轻重的作用.本文以一堂“问题解决”课为例,谈谈如何在课堂教学中培养学生的发散思维. 例题求直线l:y=-1/2x+4截椭圆x2+4y2=36所得线段AB的长. 这是一道外貌乎凡的解析几何计算题,解法如下: 解法1 联立方程组
The American psychologist Gilford believes that divergent thinking is “to generate information from the information given, and its focus is to produce a wide variety of outputs from the same sources, and it is very likely that metastasis will occur.” It is the gymnastics of thinking, and mathematics classroom teaching plays a decisive role in cultivating students’ thinking. This paper takes a “problem solving” class as an example to talk about how to cultivate students’ divergent thinking in the classroom teaching. Example: seeking a straight line l:y=- The length of the AB segment of the 1/2x+4 truncated ellipse x2+4y2=36. This is an analytical geometry calculation problem with a very general appearance. The solution is as follows: Solution 1 Simultaneous equations