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中学数学中的策略性知识是关于学习、思维和解决问题的一般性计策与谋略的知识,本文试通过两个计数原理的教学片断例述策略性知识在教学中的渗透.一、分类加法计数原理探究中渗透学习数学的策略性知识在引出本课课题后,教师首先给出如下问题:引例1:假如某人从嘉兴到丽水,可以坐直达火车或直达汽车,火车每天有3个班次,汽车每天有2个班次,请问这个人共有多少种不同的走法?
The strategic knowledge in middle school mathematics is about the general tactics and strategies of learning, thinking and problem-solving. This article attempts to illustrate the infiltration of strategic knowledge in teaching through the teaching fragments of two counting principles. In the principle of inquiry into the study of mathematics, strategic knowledge in the introduction of this subject, the teacher first of all give the following questions: Example 1: If someone from Jiaxing to Lishui, you can take a direct train or direct car, the train has 3 shifts a day, There are 2 shifts a day in the car. How many different ways do you have?