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当前数学教学中一个亟待解决的課題,是改变学生数学知識不巩固的现象。根据我们的教学实践,把学生知識不巩固的情况,归結为两个方面: 一、知識的遗忘。我們发现,年级愈高的学生,遗忘也愈多。例如有的高三学生,在化复数代数式为三角函数式时,由于三角知識不牢固,幅角(?)的确定常易錯誤;有时連最主要最常用的乘法公式,运用时也感到生疏。数学归納法的作业上,出现(n+3)~3展开成n~3+3n~2+9n+9;在解lg(-m)<-2时,有50％的学生只写m>1/100,遗忘了m<0的前提。特别是计算法则记忆不清,式的运算不熟练,解题答案不完整,而且差误百出,速度也极其迟缓。二、知识的混淆。高三学生对于f(x)与
One of the urgent problems to solve in current mathematics teaching is to change the phenomenon that students’ mathematics knowledge is not consolidated. According to our teaching practice, the situation of unconsolidated student knowledge is attributed to two aspects: First, knowledge is forgotten. We found that students with higher grades have more forgotten. For example, some students in grade three have trigeminal function in their algebraic form. Because triangular knowledge is not firm, the determination of the angle (?) is often erroneous. Sometimes even the most common and most commonly used multiplication formulas are unfamiliar when used. In mathematics induction operations, (n+3)~3 expands to n~3+3n~2+9n+9; when solving lg(-m)<-2, 50% of students write only m >1/100, forgetting the premise of m<0. In particular, the calculation rules are not clear, the formulas are unskilled, the answers to the questions are incomplete, and the errors are all wrong and the speed is extremely slow. Second, the confusion of knowledge. High school students for f(x) and