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译者的話:中學数学教學大綱中指示:“為了防止教學中的形式主義,應當發展學生生動的空間想像力,發展学生邏輯的思維力和判斷力,鍛鍊學生在達成旣定的目的方面和合理地獨立地完成工作方面的堅毅性”。貫澈大綱的指示是提高教學质量的重要關键之一。那么,應當怎樣防止教学中的形式主義?應當怎樣培養学生的邏輯思維和發展學生的空间想像力呢?這是一個很大的問題。在本文中,作者針對解幾何(計算)題的一方面來進行討論,用實際的例子說明形式主義的種種表現及其產生的原因与防止的方法(用例子說明應當怎樣解計算題);同時也提供了作者自己的施教经驗。這些经驗是值得我們討論和學習的,因此我們把它翻譯出來供教師們參考。希望我們在學習蘇聯先進经驗的基础上创造出我們自己的和我國實際情况相適應的經驗來。
Translator’s words: The secondary school mathematics syllabus instructs: “In order to prevent formalism in teaching, we should develop students’ vivid spatial imagination, develop students’ logical thinking and judgment, and exercise students’ reasonable and reasonable goals. Complete the work of hard work independently.” The instruction of the program is one of the keys to improving the quality of teaching. So, how should we prevent formalism in teaching? How should we cultivate students’ logical thinking and develop students’ spatial imagination? This is a big problem. In this article, the author discusses the solution to the geometry (calculation) problem and uses practical examples to illustrate the various manifestations of formalism and the reasons for its occurrence and prevention (using examples to illustrate how to solve problems); It also provides the author’s own teaching experience. These experiences are worth our discussion and study, so we translated it for teachers’ reference. It is hoped that we will create our own experience that suits our actual situation on the basis of learning advanced Soviet experience.