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一、创设情境,唤醒学生学习数学的兴趣德国教育家第斯多惠曾指出:“教学的艺术不在于教授的本领,而在于激励、唤醒、鼓舞。”人的思维过程始于问题情境,问题情境具有情感上的吸引力,恰当的教学情境,能使学生产生明显的意识倾向和情感共鸣,能唤起学生学习数学的兴趣和强烈的求知欲望,促使他们保持持久的学习热情,从而获得最佳的学习效果。
First, creating a situation to awaken the interest of students in learning mathematics The German educator Tistoffer once pointed out: “The art of teaching lies not in the skills of a professor but in motivation, awakening, and encouragement.” The thinking process of man begins with the problem situation. The problem situation is emotionally attractive. The proper teaching situation can enable the students to have a clear sense of sympathy and emotional resonance. It can arouse students’ interest in learning mathematics and a strong desire for knowledge, prompting them to maintain a lasting learning enthusiasm and gain The best learning effect.