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数学教学要立足于理解数学中的知识、思想方法、技能等内容。教师要理解学生,促进学生独立思考,在关键点上予以指导、引申,促进学生对数学的深刻理解(理解基础数学领域的深度、宽度和完整度),为学生的长久发展谋效益。1问题提出文献[1]中,王弟成老师以试题为载体,基于学生、源于学生,通过启发,让其自己思考、自己发现、自己反思,形成自己的理解、自己的思维方式,实现从学会到会学。强调“数学教学的目的是让学生掌握数学知识的同时学会数学地思考,在思考中提升其思维能力,培养学生的认识力”“教学的过程并不是把知识传
Mathematics teaching should be based on the understanding of knowledge, ideas, methods, and skills in mathematics. Teachers should understand students, promote students’ independent thinking, give guidance and extension at key points, and promote students’ profound understanding of mathematics (understanding the depth, breadth, and completeness of basic mathematics), and seek benefits for the long-term development of students. 1 Problem Proposed in the literature [1], Wang Dicheng’s teacher took questions as the carrier, based on students and students, through inspiration, allowing him to think for himself, discover himself, reflect on himself, and form his own understanding and his own way of thinking. From learning to learning. Emphasize that ”the purpose of mathematics teaching is to allow students to master mathematics while learning to think mathematically, to enhance their thinking ability in thinking, and to cultivate students’ cognition “” teaching process is not to transfer knowledge