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我们知道,《几何原本》是这样建构起一套严密的逻辑体系的:先选取少量原始概念;再设定几条不需证明的几何命题,作为公设、公理;然后运用逻辑推理证明其余的命题。做什么事情其实都应有几条不证自明的公理作为基本前提,因为没有了前提,也就没有了根基,没有了目标和方向,会让我们事倍功半,甚至南辕北辙。教学改革亦然。从2010年起,我们怀揣着改革课堂的梦想,一路探索“助学课堂”的理论与实践体系。
We know that Geometry originally constructs a rigorous logic system by first selecting a small number of primitive concepts, then setting a few unproved geometric propositions as public and axioms, and then using logical reasoning to prove the rest of the propositions . Actually, there should be a few self-evident axioms as the basic prerequisites. Without a precondition, there will be no foundation, no goal and no direction, which will make us work harder and harder and will even make the opposite. Teaching reform is also true. Since 2010, with the dream of reforming the classroom, we have been exploring the theoretical and practical system of “student learning classroom”.