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数学教育家傅种孙先生曾言:“几何之务不在知其然,而在知其所以然;不在知其然,而在知何由以知其所以然.”这为数学解题教学标明了三个递进的境界:一是知其然,二是知其所以然;三是知何由以知其所以然.数学解题教学,不能满足于一,应该立足于二而求三.下面笔者就结合2016年浙江省高考数学理科第19题的教学过程,谈谈对此的看法.题目(2016年浙江理19)
Mr. Fu Sun, a math teacher, once said: “Geometrical affairs are not aware of what they are, but they know what they are. They do not know what they are, but what they know is what they know.” Three progressive state: First, know the natural, the second is to know why; Third, what to know by what one knows why. Math problem solving teaching, can not be satisfied with one, should be based on two and three. Combined with 2016 Zhejiang province maths science 19 questions of the teaching process, talk about this view. Title (Zhejiang Li 19)