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1.每一个数学模型都要有具体的实际背景,不同的实际背景对于同一数学模型构建的作用将有不同的作用。如教学“圆的认识”。片段一:通过用绳子画圆的方法来组织教学,形成圆的数学模型。“你能用笔和一根绳子来画一个圆吗?怎样才能把这个圆画好?”学生试验、交流,再试验、再交流。总结出要有一个固定的点和固定的长度才能画好圆。教师因势利导,问道:“你觉得这个固定的点是什么?”(圆心)“这个长度是圆的什么?”(半径)从而形成对圆模型的建构。片段二:教师拿出一辆没有轮子的
1. Each mathematical model should have a concrete background, and different actual backgrounds will have different effects on the construction of the same mathematical model. Such as teaching “round understanding ”. Fragment one: through the method of drawing a circle with a rope to organize teaching, forming a mathematical model of the circle. “Can you draw a circle with a pen and a rope? How can we draw a circle?” Students experiment, exchange, retest, and exchange. Summarized to have a fixed point and a fixed length can draw a good circle. The teacher uses the best of times and asks: “What do you think of this fixed point?” “The center of the circle” “What is the length of this circle?” Fragment two: the teacher took out a wheelless