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同样的物质,放在不同的位置就会呈现不同的价值;同一个问题,在不同的学习阶段解决,同样会呈现不同的价值。数学知识的掌握是一个渐进的过程,不同的阶段只有解决不同层次的知识,学生才能轻松有效地建构相应的知识结构。
The same substance, placed in different positions will show different values; the same problem, at different stages of learning, the same will show different values. The mastery of mathematical knowledge is a gradual process. Only when different levels of knowledge are solved in different stages can students easily and effectively construct corresponding knowledge structures.