论文部分内容阅读
数学思维能力是数学能力的核心,而所谓创造性思维,在小学阶段体现为学生对问题的新颖解法;探求知识的新思路,新的发现;在考虑问题时不受程序所限,不局限环境常规法,而是从多方面去设想、思考等。所以,我们将数学教学的重点放在加强思维训练、提高思维水平的方向上来,使学生从“知识型”向“智力型”转化。(一)给条件让学生尽可能多的提问题。给一个条件或几个条件,启发学生尽可能多说出相关的问题,促使学生从多角度分析思考已学过的知识,从而拓宽思路。由思维的单向性转为多向性,强化多种思想的的认识过程,从而培养学生思维的广阔性。如:已知正方体棱长 a,根据这个条件你能提出哪些问题?学生可提出的问题
Mathematical thinking ability is the core of mathematical ability, while the so-called creative thinking in the elementary stage is reflected in the student’s novel solution to the problem; to explore new ideas of knowledge, new findings; in considering the problem is not subject to procedures, not limited to environmental practices Act, but from many aspects to imagine, think and so on. Therefore, we focus on teaching mathematics to strengthen thinking training, improve the level of thinking in the direction of the students from “knowledge ” to “intellectual ” transformation. (A) to the conditions for students to ask as many questions. Give a condition or a few conditions to inspire students to as much as possible to say the relevant issues, prompting students to analyze from multiple perspectives have learned knowledge, so as to broaden their thinking. From unidirectional thinking to multidirectional thinking and strengthening the cognitive process of many kinds of thoughts so as to cultivate the broad thinking of students. Such as: Known cube edge length a, according to this condition you can ask what questions? Students can ask questions