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进入中学后,科目增加、内容拓宽、知识深化,尤其是数学从具体发展到抽象,从文字发展到符号,由静态发展到动态……学生认知结构发生根本变化。长期以来,对教师教学的要求强调领会教学大纲、驾驭教材较多,因此教师钻研教材多,研究教法多,而研究学生思维活动较少,因而选择适合学生认知
After entering secondary school, the subject is increased, the content is broadened and the knowledge is deepened, especially from the concrete development to the abstract, the development from the symbol to the sign, and from the static development to the dynamic ... The cognitive structure of students has undergone fundamental changes. For a long time, the requirements for teachers’ teaching emphasize comprehending the syllabus and controlling more teaching materials. Therefore, teachers study more teaching materials and research methods, while students’ thinking activities are less studied. Therefore, students’