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转化是重要的数学思想,数学教学的过程,其实质就是引导学生实现从“未知”向“已知”的转化过程。一、“新旧”转化 1.由旧及新的转化。认知结构中是否有适当起作用的观念可以利用,是决定新的学习与保持的重要的认知结构变量。因此,教学时教师要研究学生原有的认知结构,例如,一次归一应用题可由简单应用题转化而来:①小明去商店,2分钟走了100米,平均每分钟走多少米?②小明去商店,平均
Transformation is an important mathematics thought. The essence of mathematics teaching is to guide students to transform from “unknown” to “known”. First, the “old and new” transformation 1. By the old and new transformation. The notion of whether cognitive structures function properly, is an important cognitive structural variable that determines new learning and retention. Therefore, when teaching teachers to study the original cognitive structure of students, for example, a normalized application questions can be transformed from a simple application questions: ① Xiao Ming go to the store, go 100 meters in 2 minutes, the average number of meters walking every minute? ② Xiaoming go to the store, on average