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数学教学中“结论”与“过程”的关系应怎样处理,对此有两种不同的观点,进而产生了数学教学的两种模式。一种是重“结论”轻“过程”。也就是重知识的传授、技能的强化,但知识的探求过程有时压缩到几乎是灌输的程度。另一种是重“结论”更重“过程”,也就是重视知识的发生过程,重视学生的思维过程,并在此过程中逐步渗透基本的数学思想方法。这种模式虽然短期内技能得不到充分训练,但是随着学生思维品质
There are two different views on how to deal with the relationship between “conclusion” and “process” in mathematics teaching, which leads to two modes of mathematics teaching. One is heavy “conclusion” light “process.” That is, imparting knowledge and strengthening skills, but the process of seeking knowledge is sometimes compressed to an almost infused degree. The other is heavier “conclusions” heavier “process”, that is, attaches importance to the occurrence of knowledge, emphasis on students thinking process, and in the process of gradually penetrating the basic mathematical thinking and methods. Although this model is not fully trained skills in the short term, but with the quality of thinking students