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总结了1999年以前和以后有效数字的定义、有效数字位数、有效数中包含的不确定数字(即文献上称:“存(可)疑数字、或估计数字”)的位数等不同的观点。对目前学生和具备客观、正确、合理地使用有效数字基本技能的要求之间存在差距的主要原因进行了分析。鉴于国标级的有效数字定义尚未面世,建议了有效数字的定义。提出在有效数字教学中,要以培养学生具备正确地使用有效数字的基本技能为目的,以作为熟练的工具为方向,能够主动地、习惯地、经常性地在可能应用的一切场合中锻练使用为方法。
The definitions of the significant figures before and after 1999, the significant digits in the significant figures, the number of uncertainties contained in the significant figures (ie, the number of “doubtful” or “estimated” figures in the literature) are summarized Different perspectives. The main reason for the gap between current students and the requirement to have objective, correct and reasonable use of the basic skills of effective numbers is analyzed. In view of the fact that the effective national standard definition has not yet been published, the definition of a valid figure has been proposed. In the teaching of effective digital teaching, we should aim at training students to have the basic skills of using valid numbers correctly and orient themselves as skilled tools, and can practice actively, habitually and regularly in all occasions that may be applied Use as method.