论文部分内容阅读
反证法是数学中一种重要的证明方法,尽管我们过去比较重视反证法的教学,但起色不大。为了共同研究解决这一问题,下面把本人关于反证法教学的作法和想法谈出来与老师们磋商。注意提前奠基逐步完成按照新教学大纲的要求,初中学生从初三上学期《几何》第二册起开始学习用反证法证题。这对于数学基础与推理能力尚差的学生来讲确有难处,为了奠好这一教学难点的基础,教材巧妙地在初二《几何》第一册中安排了反证法的基本训练,例如在《几何》第一册第4页说明“两直线相交,只有一个交点”的道理的过程中,
Anti-evidence is an important method of proof in mathematics. Although we used to pay more attention to the teaching of anti-evidence methods in the past, the improvement is not great. In order to jointly study and solve this problem, I will discuss my teaching methods and ideas about counter-evidence teaching with my teachers. Pay attention to laying the groundwork step by step. Gradually, according to the requirements of the new syllabus, junior high school students begin to learn to use counter-evidence from the second volume of Geometry in the third semester. This is difficult for students who have a poor mathematics foundation and reasoning ability. In order to lay a good foundation for this teaching difficulty, the textbook skillfully arranged the basic training of anti-evidence method in the first volume of the first two volumes of Geometry, for example, Geometry, page 4 of the first volume explains the principle of “the intersection of two lines, with only one point of intersection.”