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数学教学就是数学思维活动的教学。而数学思维则是以数学问题的形式出现的,通过发现问题、解决问题达到认识空间形式和数量关系的思维过程.数学方法、观点、思想、能力都是在解决问题的过程中形成的。而接受问题的群体都具有各自的特点、经验,对同一个知识的认识程度都有着很大的差异.因此教学中数学问题的设计决定着数学思维活动、观念及能力,一堂恰到好处的数学教学设计可以激发学生掌握知识的情绪,唤起探求创新的欲望,究竟怎样才能设计好一堂课的教学呢?笔者认为关键之一在于课堂设计的层次性。
Mathematics teaching is the teaching of mathematical thinking activities. Mathematic thinking, however, appears in the form of mathematical problems, and through the process of finding and solving problems, we can reach the thinking process of understanding the relationship between spatial form and quantity.Mathematical methods, ideas, thoughts and abilities are all formed in the process of solving problems. However, all the groups who accept the problem have their own characteristics, experience and knowledge of the same knowledge have a great difference.Therefore, the design of mathematics problems in teaching determines the mathematical thinking activities, concepts and abilities, a just mathematical teaching design Can inspire students to grasp the emotional knowledge, arouse the desire to explore innovation, how exactly can we design a course of teaching? I believe that one of the key is the level of classroom design.