论文部分内容阅读
数学研究的对象主要是一些抽象的事物,数学研究的方法也主要是严格的逻辑推理和论证。对十来岁的初中生而言,这种单调的教学无疑与他们的心理特征和知识经验不相符。借着新课改的契机,我以新教材为载体试着将“数学实验”引入自己的教学,以改变过去单调的教学模式,使数学教学多了一分创造与鲜活。现撷取一则教学案例,谈谈自己的一些做法和思考。一、“数学实验”引发学生探究体验的案例呈现《等腰三角形》是义务教育课程标准实验教科书《数学》(华师大版)七年级下册第九章第三节的
The objects of mathematics research are mainly abstract things. The methods of mathematical research are mainly strictly logical reasoning and argumentation. For teenage junior high school students, this monotonous teaching is undoubtedly inconsistent with their psychological characteristics and knowledge experience. With the opportunity of the new curriculum reform, I tried to use the new textbook as a vector to introduce the “mathematical experiment” into my own teaching, so as to change the monotonous teaching model in the past and make mathematics teaching more creative and lively. Now learn a teaching case and talk about some of your own practices and reflections. I. Cases of “Mathematical Experiments” Triggering Students’ Inquiry Experience “Isosceles Triangle” is the experimental textbook for compulsory education curriculum “Mathematics” (China Normal University Edition) Grade 7 of the seventh grade