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在数学教学中,对教材文本、习题解答、学生表现、书刊解析、教学现象等常见的表述,如果也只是当作正常的、非例外的、一般的现象或常识习惯性地去默认、接纳,有意识提高到一个新高度后去再认识、再体验、再探究,那可能是有害的。我们的观点是“常见,但有时不可视而不见”。对此,兹结合案例解读如下。案例一七年级下期在学了第三章完全平方公式因式分解后,布置了问题:%已知x=2014a+2012,y=2014a+
In mathematics teaching, common expressions such as teaching texts, solution of exercises, performance of students, analysis of books and magazines, teaching phenomena, etc., are used to acquiescence, admittance and acceptance only if they are regarded as normal, non-exceptional and common phenomenon or common sense, It may be harmful to consciously raise to a new height, re-recognize, re-experience, and then explore. Our point of view is “common but sometimes not visible ”. In this regard, it is interpreted as follows. In the first and seventh grades of the case, after the factorization of the third-order complete square formula has been studied, the problem is arranged as follows:% Known x = 2014a + 2012, y = 2014a +