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正确理解几何概念是掌握几何基础知识的前提。怎样使学生能够正确理解呢?从传授知识的角度出发,教师能把概念中的本质和非本质的东西区别开来,向学生交代清楚,就算完成任务了。我过去就是这样做的。但学生虽然记住了概念的定义,却未必能做到“正确理解”。因为概念本身是从直觉形象中抽象出来的,不重视概念的形成和概念之间的联系,学生对概念是不可能理解透彻的。因此,我现在数数学概念时,注意讲解概念的形成,注意从传授知识和发展能力两方面下功夫。以角的概念为例,我首先让学生观察了教室里的桌子角、黑板角,又透过门窗观察了屋面的交角。
Correct understanding of the concept of geometry is a prerequisite for mastery of the basics of geometry. How to enable students to correctly understand it? From the perspective of imparting knowledge, teachers can distinguish between the essence of the concept and the non-essential things, to explain clearly to the students, even if the task is completed. I used to do that. However, students remember the concept of definition, but not necessarily “correct understanding.” Because the concept itself is abstracted from the intuitionistic image, it does not pay attention to the connection between the formation of the concept and the concept, and the students can not understand the concept completely. Therefore, when I now count math concepts, I pay attention to explain the formation of concepts and pay attention to both effort in imparting knowledge and developing abilities. Take the concept of corner as an example. First, let students observe the table corner and the blackboard corner in the classroom. Then they observe the angle of roofing through the doors and windows.