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在国民教育工作者面前提出的許多間題中,最重要的一个是合理地组织数学教育的问题,应該給中学数学教学提出哪些目的?知識范围要多大?系统如何安排?中学数学課和生活的联系应该如何?这就是大量需要全面考查的間题中的三个。如果不事先分析科学和技术、經济和生产发展的趋势,不分析日常实践活动对中学毕业生的数学知识和技能提出的要求,上述的間題是不能自行解决的。今天我們在学校里培养教育学生的时候,不能不預見到明天他們在继承苏共22大綱領提出的建设共产主义社会的伟大事业的实践活动中,会向他們提出些什么要求。我們的一切工作、决定、教学試驗都要以这个目的为指导。我們无論是讨論苏联中等教育制度的一般问题,还是討論个别问題,都要經常看到这个目的。当然,我們不可能預見到要求每一个学生知道些
Among the many questions put forward by national educators, the most important one is the question of rationally organizing mathematics education. What purpose should be put forward for mathematics teaching in middle schools? How large should the knowledge be? How should the system be arranged? Mathematics for middle school students and life How should the linkages be? This is the third of a large number of questions that need to be thoroughly examined. Without analyzing the trends in science and technology, economics and production development beforehand, and not analyzing the requirements of daily practice on the mathematics knowledge and skills of graduates of secondary schools, the above questions cannot be resolved on their own. When we train students in schools today, we cannot but foresee what tomorrow they will put forward to them in the practice of building the great cause of building a communist society put forward by the 22nd Congress of the CPSU. All our work, decisions, and teaching experiments must be guided by this purpose. Whether we are discussing the general problems of the Soviet secondary education system or discussing individual issues, we must always see this purpose. Of course, we cannot foresee that every student is required to know