论文部分内容阅读
初一是小学到中学的过渡阶级,初一的数学知识是整个中学阶段数学的基础,起到“奠基石”的作用.这期间所蕴含的丰富内容深刻地反映了中学阶段许多重要基本数学思想方法.教师在授课时除了加强数学基础知识和基本技能传授外,还应该重视数学思想方法的渗透.这对今后的数学教学将产生深远影响.现就初一数学内容里的几个数学思想方法的渗透,谈点肤浅的认识.一、抽象概括的数学思想方法今天的数学教育,应让每个学生充分发挥他们的潜能,教学过程中,课要讲得使学生有兴趣听讲,会动脑去想,而不是简单去记.以概念教学为例,任何一个数学概念的形成,都是有因有果有过程的.教学中切忌直载了当地讲述定义,而应更多地从概念的产生及发展过程让学生通过现察、比较,概括由具体到抽象,由特殊到一般,向学生揭示概念的形成过程,从而使学生真正理解和掌握一个概念.比如我在初一131班(普通班)讲一元一次方程的解法“移项”这部分内容时.首先按照教材的安排根据“等式性质1”在方程
The first day is a transitional class from primary school to middle school. The first day's mathematics knowledge is the basis of mathematics in the whole secondary school and serves as a “foundation stone.” The rich content during this period profoundly reflects many important basic mathematical ideas and methods in the middle school stage In addition to strengthening the basic knowledge of mathematics and teaching basic skills, teachers should pay attention to the infiltration of mathematical thinking and methodology, which will have a far-reaching impact on the future of mathematics teaching. Infiltration, superficial understanding.A abstract summary of mathematical thinkingMathematical education today, should allow each student to give full play to their potential, teaching process, the class should be said to make students interested in listening, will think about it , Rather than simply to remember. To the concept of teaching, for example, the formation of any one of the mathematical concepts are due to the process of having fruit.Teaching should not be carried directly into the local narrative definition, but more from the concept of generation and Development process allows students to observe, compare, summarize from the specific to the abstract, from the special to the general, to reveal the concept of the formation of students, so that students really understand and When a grip concept. For example, I speak a linear equation of the solution “transpose” This is part of the 131 who started classes (regular classes). First of all materials in accordance with arrangements based on “the nature of the equation 1” in equation