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在数学教学中,教师巧妙地设计一些“弯道”,可以收到良好的教育效果。数学教学过程中的这种“弯道”,表现在教师的故意出错或设计陷阱,诱使学生失误出错,再利用这些契机实现多方面的教学目标,这就是教育心理学中的“尝误原理”。一、利用尝误巩固基础知识从正面讲授基础知识,充分揭示知识的发生过程,这是极为需要的。但仅此还不够,学生在接受新知识时,受理解和认识能力的限制,总有个从片面到全面、从肤浅到深刻的过程,掌握时总
In mathematics teaching, teachers skillfully design some “corners” to receive good educational results. This kind of “bend” in the process of mathematics teaching is manifested in the teachers’ intentional mistakes or design pitfalls to induce students to make mistakes and make use of these opportunities to achieve various teaching objectives. This is the “principle of trial and error” in educational psychology ". First, the use of tacit knowledge to consolidate the basic knowledge from the front to teach basic knowledge, fully reveal the occurrence of knowledge process, which is extremely necessary. However, this alone is not enough. When students accept new knowledge, they are subject to the limitations of understanding and cognitive abilities. There is always a one-sided, comprehensive and superficial process,