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钱学森教授曾指出:“教育工作的最终机智在于人脑的思维过程。”思维活动的研究,是教学研究的基础,数学教学与思维的关系十分密切。数学教学就是数学思维活动的教学。然而,如今有很多的数学课堂追求的是形式上的热闹和表面上的花哨,却降低甚至忽略了数学思维的培养。我们不可否认学生的数学学习需要游戏、操作、讨论等一些相应的形式作为承载,但我们更应注重数学教学的本质——引导学生进行数学思考,培养学生思维能力,从而提高课堂思维含量。1.在问题情境中唤醒学生的数学思维一个好的问题情景,不仅能吸引学生主动地进入情境,主动探寻数学问题,思考数学问题,而且学生还可以清晰感知所学
Professor Qian Xuesen once pointed out: “The ultimate cleverness of educational work lies in the thinking process of the human brain.” The study of thinking activities is the basis of teaching research, and the relationship between mathematics teaching and thinking is very close. Mathematics teaching is the teaching of mathematical thinking activities. However, there are many mathematics classes in the world that are seeking formal excitement and superficial fancy, but have reduced or even neglected the cultivation of mathematical thinking. We can’t deny that students’ mathematics learning needs games, operations, discussions, and other appropriate forms to bear. However, we should pay more attention to the nature of mathematics teaching—to guide students to think in mathematics and to cultivate students’ thinking ability, so as to improve classroom thinking content. 1. Awaken students’ mathematics thinking in a problem situation. A good problem scenario can not only attract students to actively enter the situation, actively explore math problems, think about math problems, but also students can clearly perceive what they have learned.