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过去对于讲清概念、培养学生的技能和熟练技巧以及培养学生的辯証唯物主义世界观的問題,我們是十分重视的,而且也取得了較好的效果。但是对于数学教学的三結合(結合政治、結合生产、結合实际)問題,由于我們对教育方針的认識不够明确,加之某些教师在思想上存在着二怕三借口:二怕是怕犯錯誤(指联系政治怕出問題),怕麻煩(指搜集資料费力,費时)。借口之一,是思想水平低,生产知識缺乏,作不好;二是測量仪器少,自己又不懂測量,怎样教?三是只有某些科才能結合,我这一科难以进行,如說,代数不好結合政治,几何难于搜集与教学有关的联系当前建設的数字材料。因此,便得出結論:“数学课联系政治,联系生产只能尽力为之”。結果,在教学中,一般是有现成材料就作,有时順便提提,很少主动結合当前形势搜集資料,更少联系生产实际,甚至測量課也变成了机动时間,或者是沒按大綱規定和教材有机地联系起来,而是零碎进行,事后补測,損害了数学知識的系统性,学生对学习数学的目的和它在生产中的作用不够明确,如有学生問:“代数学了有啥用?”学生的知識也不能用于实际,如有一学生成績还好,当他去作一个有一个角度的支架吋,开始觉得太容易了,尚有不屑之感,結果作坏了,重作第二次。所有这些,說明在学生方面已产了一些不良影响。
In the past, we paid great attention to the issues of clarifying concepts, cultivating students’ skills and proficiency, and cultivating students’ dialectical materialist worldview. They also achieved good results. But for the three-combination of mathematics teaching (combining politics, combining production, integrating reality), because our understanding of education policy is not clear enough, and some teachers are ideologically afraid of two excuses: Second, they are afraid of making mistakes. (Refers to politics, afraid of problems), afraid of trouble (refers to collecting information and is time-consuming). One of the excuse is the low level of thinking, lack of production knowledge, and poor performance. Second, there are few measuring instruments and they do not understand measurement. How can we teach? Third, only certain subjects can be combined. , Algebra does not integrate well with politics, and geometry is difficult to collect in connection with the teaching of the current construction of digital materials. Therefore, we came to the conclusion: “The mathematics class is in contact with politics and can only be connected with production for its best.” As a result, in teaching, there are usually ready-made materials, sometimes by the way, rarely taking the initiative to collect information in conjunction with the current situation, and even less in connection with the actual production, even the measurement class has become a mobile time, or did not follow the outline The regulations and the teaching materials are organically linked, but they are made in pieces, and make up-and-measures afterwards, which impairs the systemic nature of mathematics. The purpose of students learning mathematics and its role in production are not clear enough. If students ask: “Algebra What’s the point?” The student’s knowledge can’t be used in practice. If a student has good grades, when he goes to make a bracket with an angle, he starts to feel too easy, there is a sense of disdain, and the result is broken. Redo the second time. All this shows that some adverse effects have been produced on the student side.