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数学教育家波利亚在《数学的发现》一书中指出:教师在课堂上讲了些什么并不重要,而学生想了些什么更重要千万倍。学生的思维应在学生自己的头脑里产生,在讨论的过程中明确概念,教师的作用在于“系统地给学生发现事物的机会,并给予恰当的帮助,让学生在情境中亲自去发现尽可能多的东西”。这就告诉我们,教师应改变以往偏重于数学结果的教学模式,要把结果教学转变为过程教学,强调教师与学生、学生与学生多向交流,让学生积极参与课堂教学全过程。根据学生的认识规律、心理及生理特征,遵循“学起于思,思源于疑”的原理,我认为,以“激疑·讨论”为数学新
Polly, a math educator, pointed out in his book The Discovery of Mathematics that it does not matter what the teacher is saying in class, and what the student thinks is something more important than 10 million times. The student's thinking should be generated in the student's own mind. During the discussion, the concept of the teacher is to “systematically provide students with the opportunity to discover things and give them proper help in the context of students discovering as much as possible Many things. ” This tells us that teachers should change the previous emphasis on the mathematical results of the teaching mode, the result of teaching should be transformed into process teaching, emphasizing the teachers and students, students and students to communicate more, so that students actively participate in the whole process of classroom teaching. According to the students' cognitive rules, psychological and physiological characteristics, following the principle of “learning from thinking and thinking from doubt”, I think that using “doubt and discussion” as a new mathematics