本年暑假中,一个高中二年級学生(合肥一中高二学生李安福)对我說:“我觉得在学習高中數学中的極限問題最为难懂,可真把人‘急’住了!教我們代數和幾何的兩位教師水平都很高,可是,在講到極限问题時,我们学了好久概念總是模糊,代數教師說是關於極限概念在上幾何課中会搞清楚的;幾何教師也論關於極限概念在上代數课中是会詳細講清的。可是,我们却老是搞不清楚,最后,还是由幾何教師詳詳細細講了一番,概念才算搞明確了。”这正是在數学教学中存在着忽視各科之间的联系的現象的一个事例,最近,我看到數学通報1955年9月号社論,提出了向在中学數学教学中忽視各科之間的联系这一现象進行鬥爭的号召,要求更多的教師就这一問題發表意見和經驗,不禁回憶起上面的事例,我認为这一现象的存在,確实是提高教学質量的一大障碍;是和培养学生辯証唯物主义的世界观的原則背道而馳的!现在我就我个人的看法,提出如下意見。 In the summer vacation this year, a senior high school sophomore (Li Anfu, a senior high school student in Hefei) said to me: “I think the ultimate problem in learning high school mathematics is the most difficult to understand, but it really puts people ’emergency’! We have very high levels of both teachers in algebra and geometry. However, when we talk about the limit problem, we learn that the concept is always vague, and the algebra teacher says that the limit concept will be clear in the upper geometry class; the geometry teacher We will also elaborate on the concept of extremes in the course of algebraic algebra. However, we are not always clear about it. In the end, the geometry teacher elaborated on it in detail and the concept became clear." It is in the mathematics teaching that there is an instance of ignoring the connection between various subjects. Recently, I saw the September 1955 September editorial of the Mathematics Bulletin, which proposed the neglect of subjects in mathematics teaching in middle schools. The call for this phenomenon in connection with the struggle calls for more teachers to express their opinions and experiences on this issue. It cannot help recalling the above examples. I think that the existence of this phenomenon is indeed a major improvement in the quality of teaching. Obstacle; Yes and cultivate student’s dialectical materialist The principle of righteous worldview runs counter to it! Now I give my opinion on my personal opinion.