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本文中的数学观察,笔者的理解是:它不仅是数学问题在视觉系统中的感觉,还包含着对数学问题的精密细致的考察,积极合理的思索,灵活巧妙的的转换和深刻广阔的联想(视觉思维)。是一种有目的、有计划地收集解题信息并有思维积极参加的感知过程。当今,解题教学在数学教学中的重要地位已经得到普遍承认,长期的解题经验和解题教学的实践表明,解题的成功与数学观察的敏锐性、透彻性、理解性是密切相关的,对有些问题我们常说“想不到”,实际上应该说是“看不到”。因此,要在解题教学中提高学生的解题能
The mathematical observation in this article, the author’s understanding is: it is not only the feeling of mathematics problems in the visual system, but also contains a detailed and meticulous inspection of mathematical problems, positive and reasonable thinking, flexible and clever conversion and a profound broad association (Visual thinking). It is a perceptive process that collects problem-solving information with purposeful and planned thinking and actively participates in thinking. Nowadays, the important position of problem-solving teaching in mathematics teaching has been generally acknowledged. The long-term problem-solving experience and the practice of problem-solving teaching show that the success of problem solving is closely related to the keenness, thoroughness, and understanding of mathematical observation. We often say “unthinkable” to some problems, and we should actually say “can’t see it.” Therefore, it is necessary to improve students’ problem-solving skills in problem-solving teaching.