论文部分内容阅读
问题是数学的心脏,也是引发学生思考和探究的源动力.课堂中,有了问题,学生在好奇心驱使下才能真正激发思维,实现知识的逻辑结构向学生的认知结构转化.因此,在教学过程中,我们可依据教学目标将教学内容设计成一系列问题,将这些问题由浅入深、由易到难、合理设计、适时呈现,引导学生通过问题的思考和探究来实现教学目标.下面,笔者以“利用函数性质判定方程解的存在”一课为例,谈谈自己的粗浅体会,和同行交流.
The problem is the heart of mathematics, which is also the source of motivation for students to think and explore.In the classroom, with the problems, under the curiosity, students can really stimulate thinking and realize the logical structure of knowledge to students’ cognitive structure.Therefore, In the process of teaching, we can design the teaching content as a series of questions according to the teaching goal, and make these problems from shallow to deep, from easy to difficult, reasonably designed and timely to guide the students to realize the teaching goal through the thinking and exploration of problems.Next, The author uses “the existence of solution to the problem of using the function of nature ” as an example, to talk about their own superficial experience, and peer communication.