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本文从一般学习理论出发,结合中学生的数学学习心理特征,通过分析中学生数学学习的心理过程,来说明数学教学中实施“慢教育”的必要性和重要性.一、慢教育与慢数学“慢教育”一词是在1979年6月中国访问美国初级教育调查团的报告中首次出现.随后张文质先生在其著作《生命化的责任与梦想》中进一步明确,“慢教育就是提倡日常生活式教育,是润物细无声的教育.教育是慢
This article, starting from the general learning theory, combines the psychological characteristics of middle school students’ math learning with the analysis of the psychological process of secondary school math learning to illustrate the necessity and importance of implementing ”slow education“ in mathematics teaching.First, slow education and slow mathematics The term ”slow education“ first appeared in a report on China’s visit to the United States Junior Education Mission in June 1979. Then Zhang Wenzhi further clarified his book ”Responsibility and Dream of Life“, ”slow education is To promote everyday life-style education is to moisten things quietly. Education is slow