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数学解题研究一直是一个十分活跃的领域,尤其是近几年来认识论、数学哲学、认知心理学及思维科学等都有了长足的发展,一些新观点、新理论相继出现,相关的研究成果已开始渗入数学教学领域,人们不再局限于解题方法和解题技巧的总结,而是开始了对数学活动、思维过程的关注、本文对数学解题的研究方法和表述方法将作一个理性分析,旨在表明这二种方法的区别与关联,强调数学教’育要着重数学知识的“创造”过程,帮助广大教师把握数学教学中学生认知活动的重要性。
Mathematic problem solving has always been a very active field, especially in recent years epistemology, mathematical philosophy, cognitive psychology and thinking science have made considerable development, some new ideas, new theories have emerged, the relevant research results Has begun to infiltrate the field of mathematics teaching, people are no longer confined to the problem-solving methods and problem-solving skills summary, but began to focus on mathematical activities, thinking process, the mathematical problem-solving methods and presentation methods will make a rational The purpose of the analysis is to show the difference and correlation between these two methods. It emphasizes that mathematics teaching should focus on the process of “creation” of mathematical knowledge and help teachers grasp the importance of cognitive activities among students in mathematics teaching.