数学思想及解题技巧初探
|
摘要
数学是一门运用非常广泛的基础性学科,数学思想是教学精髓所在,在解题教学中应加强数学思想方法的引导渗透,从引导建立直觉认识开始,逐步开启学生的理性认知,培养灵活应用数学思想的素养。教师要根据不同阶段、不同水平层次学生的实际情况,分类分批地渗透数学思想方法。在倡导素质教育的背景下,让学生将数学思想运用于小学习题解题,是培养学生发散性思维的重要环节。据此,建议把全班学生分成若干组,让学习成绩好的学生扮演小老师角色,在课外帮助差生解答疑难问题,可以取得一举两得的效果。
Mathematics is a basic subject with a wide range of application. And mathematics thought is the essence of teaching which strengthen the guidance and penetration of mathematics thought and method in solving problems teaching. Then establish intuitive knowledge, starting from the guidance of gradually opening students' rational cognition, and cultivateing the accomplishment of flexible application of mathematics thought. Teachers should infiltrate the mathematical thinking methods in batches according to the actual situation of students at different stages and levels. Under the background of quality-oriented education, lets student use solving some problem sets, the ideas of mathematics is an important link in training students' divergent thinking. According to this, it is suggested to divide the whole class into several groups and let the students with good academic performance play the role of a little teacher to help students with problems after class, which would achieve the effect of killing two birds with one stone.
Mathematics is a basic subject with a wide range of application. And mathematics thought is the essence of teaching which strengthen the guidance and penetration of mathematics thought and method in solving problems teaching. Then establish intuitive knowledge, starting from the guidance of gradually opening students' rational cognition, and cultivateing the accomplishment of flexible application of mathematics thought. Teachers should infiltrate the mathematical thinking methods in batches according to the actual situation of students at different stages and levels. Under the background of quality-oriented education, lets student use solving some problem sets, the ideas of mathematics is an important link in training students' divergent thinking. According to this, it is suggested to divide the whole class into several groups and let the students with good academic performance play the role of a little teacher to help students with problems after class, which would achieve the effect of killing two birds with one stone.
引文
[1]高志华.基于波利亚思想的高中数学教学新模式浅析[J].中国校外教育,2018,(26):121+133.
[2]潘海林,兰惠敏.数学义务教育应当重视数学思想方法的渗透[J].宿州教育学院学报,2005,(03):118-121.
[3]唐复苏.数学教学是数学活动的教学——读(苏)斯托利亚尔著《数学教育学》第三版[J].数学通报,1991,(04):8-10.
[4]欧阳献忠,周绍云.数学教学中的分类、讨论及其应用[J].宜春学院学报,2010,32(12):10-12+24.
[5]王永春.小学数学教材与数学思想方法[J].课程.教材.教法,2015,35(09):44-48.
[6]韩翠萍.小学数学教学中文化渗透的探索[J].教育理论与实践,2017,37(35):47-49.
[7]魏雪峰,崔光佐,徐连荣.基于认知过程分析的小学数学探究问题设计与应用研究[J].电化教育研究,2014,35(08):101-107.
[8]孙群若.小学数学问题解决能力培养探究[J].南昌教育学院学报,2015,30(03):110-113.
[9]莫忆遐.全面深化课程改革背景下的小学数学教学论教学实践研究[J].南昌教育学院学报,2016,31(04):68-71.
[10]徐乃楠,孔凡哲.实践取向的小学教育专业基础课程的课堂实践研究——以《小学数学教学论》等四门课为例[J].东北师大学报(哲学社会科学版),2012,(04):200-204.
[2]潘海林,兰惠敏.数学义务教育应当重视数学思想方法的渗透[J].宿州教育学院学报,2005,(03):118-121.
[3]唐复苏.数学教学是数学活动的教学——读(苏)斯托利亚尔著《数学教育学》第三版[J].数学通报,1991,(04):8-10.
[4]欧阳献忠,周绍云.数学教学中的分类、讨论及其应用[J].宜春学院学报,2010,32(12):10-12+24.
[5]王永春.小学数学教材与数学思想方法[J].课程.教材.教法,2015,35(09):44-48.
[6]韩翠萍.小学数学教学中文化渗透的探索[J].教育理论与实践,2017,37(35):47-49.
[7]魏雪峰,崔光佐,徐连荣.基于认知过程分析的小学数学探究问题设计与应用研究[J].电化教育研究,2014,35(08):101-107.
[8]孙群若.小学数学问题解决能力培养探究[J].南昌教育学院学报,2015,30(03):110-113.
[9]莫忆遐.全面深化课程改革背景下的小学数学教学论教学实践研究[J].南昌教育学院学报,2016,31(04):68-71.
[10]徐乃楠,孔凡哲.实践取向的小学教育专业基础课程的课堂实践研究——以《小学数学教学论》等四门课为例[J].东北师大学报(哲学社会科学版),2012,(04):200-204.