论文部分内容阅读
【案例呈现】一个学生在化简比时这样写:“5.6:4.2=56:42=28:21”。老师看到后生气地说:“你怎么连乘法口诀都不会,把7的乘法口诀背一遍!”于是,学生很认真地从一七得七背到七七四十九。背完后订正为:5.6:4.2=56:42=28:21=8:6。老师看完后更加生气了:你怎么连2的乘法口诀都不会呢?再背一遍2的乘法口诀。这个学生真的是因为不会背乘法口诀吗?当然不是。是什么原因导致了他学习的“亦步亦趋”?【个人观点】从教师的角度看:这位老师的本体性知识缺失,表现在只求获得答案,而没有追寻答案是否合理,即对数学本质与方法的缺
Case Presentation A student writes: “5.6: 4.2 = 56:42 = 28:21” when simplifying. After seeing the teacher said angrily: “How do you even multiply the formula will not, the seven multiplication formula back again! ” So, the student is seriously from seven to seven seven forty-nine. After the back is revised to: 5.6: 4.2 = 56: 42 = 28: 21 = 8: 6. After reading the teacher more angry: how do you even 2 multiplication formula will not do? And then repeat the 2 multiplication formula. Is this student really not going to take the French formula? Of course not. What led to his learning “step by step”? [Personal point of view] From the teacher’s point of view: The teacher’s lack of ontological knowledge, manifested in seeking only answers, but did not pursue the answer is reasonable, that is, mathematics Lack of essence and method