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在数学中有一类要对不同情况分别讨论以后才能作出解答的问题,对这类问题学生往往是很难把握的,这是因为一般学生缺乏较高的逻辑分析能力。因此,在教学中,有计划地结合教材内容,编制这类有关讨论的教学问题,适时地向学生介绍简单的逻辑分类知识,将是十分有益的。一般来讲,当问题的条件不明朗时,问题的解也就不能单一地确定,在这种情况下,需要对条件进行讨论。在讨论时,我们要对教学研究的对象(在中学教学中主要是数和形这两大对象)进行科学的划分,使划分后问题的解答可以确定。下面我们先来看一个简单问题。
In mathematics, there is a problem that can be solved after discussing different situations separately. It is often difficult for students to grasp this type of problem. This is because the average student lacks higher logic analysis ability. Therefore, in teaching, it is very useful to systematically combine the content of teaching materials and compile such teaching problems related to discussion, and to introduce students with simple logic classification knowledge in a timely manner. In general, when the conditions of the problem are not clear, the solution to the problem cannot be determined solely. In this case, the conditions need to be discussed. In the discussion, we must scientifically divide the objects of teaching and research (mainly the two major objects of number and shape in secondary school teaching) so that the solution to the problem after division can be determined. Let’s start with a simple question.