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在初中数学教学中,引导学生对同一个问题,从不同的方向,不同的侧面,不同的层次,横向拓展,逆向深入,采用探索、转化、变换、迁移、构造、变形、组合、分解等手法时行探究分析,有利于激发学生积极思维,培养他们的数学思维的灵活性,培养学生创造意识.一、横向思维横向思维是从知识之间的横向相似出发,即从数学的不同分支:代数、几何、三角或分析等角度去考查对象,从有关规律出发去模拟,仿造或分析问题的思维方式.它利用相似性,把不同知识与方法交叉起来,从横向的联系中得到暗
In mathematics teaching in junior high schools, guide students to explore, transform, transform, transfer, construct, deform, combine, and decompose the same problem, from different directions, different aspects, and different levels, horizontally and backwardly. Time-line inquiry analysis is conducive to motivate students to think positively, develop their flexibility in mathematics thinking, and cultivate students’ creative consciousness. First, lateral thinking Horizontal thinking starts from the horizontal similarity between knowledge, that is, from different branches of mathematics: algebra , Geometry, Triangular or Analytical and other angles to examine the object, starting from the relevant laws to simulate, imitate or analyze the way of thinking of the problem. It uses similarity, crosses different knowledge and methods, and obtains the darkness from the horizontal connection.