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(一)中、小学数学教学衔接的现状分析 (一)教材内容衔接上的“四个障碍” 1.小学只学了非负有理数,初一将数的概念扩充到有理数,为整个中学数学学习垫铺了基础。但由于“负数”的引入,搅乱了他们原有的数的观念。事实上,通过小学的数学学习,他们一般都以零为最小数,总认为两数的和必大于任一加数,两数的差必小于被减数,特别是较小的数减不了较大的数等,从心理上拒绝“负数”。
(I) Analysis of the current situation of the convergence of mathematics teaching in primary and secondary schools (I) The “four obstacles” in the linking of teaching materials 1. Primary schools only studied non-negative and rational numbers, and the concept of primary numbers was extended to rational numbers, and mathematics learning was conducted for the entire middle school. The pad laid the foundation. However, due to the introduction of “negative numbers,” they disrupted the concept of their original numbers. In fact, through elementary school mathematics learning, they generally take zero as the minimum number, always assuming that the sum of the two numbers must be greater than any addendum, the difference between the two numbers must be less than the subtracted number, and the smaller numbers in particular cannot be reduced. Large numbers, psychologically refused “negative numbers.”