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缘起:一次以“数学文化在课堂中的有效渗透”为主题的区级研讨课上,一位教师执教《认识周长》。课堂上,教师从一根铁丝入手,将铁丝不断弯折成不同的形状,让学生体会周长即是指铁丝的长度。设计巧妙,引人入胜。在课堂结束时,为了突显数学文化,教师引入一段资料,介绍数学家测量出地球赤道一周的长度。研讨时,执教者介绍在准备过程中为“数学文化”算是绞尽了脑汁。为了彰显数学文化,于是出现了最后有关赤道一周长度的介绍。
Origin: Once at the district-level seminar entitled “Mathematical Culture Effective Infiltration in the Classroom”, a teacher coached “Perception Perimeter.” Class, the teacher started with a wire, the wire will continue to bend into different shapes, so that students understand the perimeter refers to the wire length. Ingenious design, fascinating. At the end of the class, in order to highlight the mathematical culture, the teacher introduced a section introducing mathematicians to measure the length of the Earth’s equatorial week. During the seminar, the co-teacher explained that during the preparatory process, he was brained for “math culture”. In order to highlight the mathematical culture, there appeared the last introduction about the length of the equator week.