士官学员入学时的数学水平参差不齐,有的基础薄弱,有的学习兴趣低下,有的学习动力严重缺乏,这样导致了学员在课堂的参与度较低。如何改变这种局面,作为教员,我们首先能做的就是尽量提高数学课堂教学质量,发挥最大的教学成效。一、为抓住学员的注意力,教员课前要下工夫美国心理学家布鲁纳曾说过:学习的最好刺激乃是对所学材料的兴趣。教员收集整理与数学教学内容有关的图片、文字、典故以及与学员所学的专业挂钩的典型数学例子。例如,在学习《集合的概念》时,结合科学家的生平经历引入新课,集合论是德国数学家乔治·康托尔创始的,时间是19世纪末。当他的集合论一提出来,便招来许多权威人士的极力反对,尤其是他的老师奥波德·克罗内克,致使他的学术论文不能发表,连在柏林一所大学任教也未 The non-attendance of non-commissioned officers at the time of admission is uneven, some are weak, some are of low interest, and others are lacking in motivation. This leads to low participant participation in the classroom. How to change this situation, as a teacher, we can do first is to try to improve the quality of mathematics teaching and teaching, to maximize the effectiveness of teaching. First, in order to seize the attention of trainees, teachers need to make extra efforts before class. The American psychologist Brunner once said that the best stimulus for learning is the interest in the materials studied. The teacher collects and compiles pictures, texts, allusions and typical mathematical examples related to the majors’ teaching. For example, when studying the concept of “collection,” we introduced a new lesson based on the experience of scientists. Set theory was initiated by German mathematician George Cantor in the late 19th century. When his theory of anthropology was put forward, he strongly opposed many authorities, especially his teacher Aoport Krönek, who made his academic dissertation unpublished and did not teach even at a university in Berlin.