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《数学课程标准》(实验稿)在关于课程目标的阐述中,不仅设立了“了解(认识)、理解、掌握、灵活运用”等知识技能学习的结果性目标,而且强调了“经历(感受)、体验(体会)、探索”等体现数学活动水平的过程性目标,这充分地说明了数学教学是一种过程性活动,是一种体验性活动。传统的数学教学重结果轻过程,侧重于对数学结论(概念、公式、法则等)的记忆和运用,淡化了对结论的产
Mathematical Course Standard (experimental draft) In the elaboration of the goal of the course, not only set up the end result of “knowledge (understanding), understanding, mastery, flexible use” and other knowledge and skills learning, but also emphasizes “experience (Feeling), experiencing (experiencing), exploring ”the process goal of reflecting the level of math activity, which fully shows that math teaching is a kind of process activity and is an experiential activity. The traditional mathematics teaching focuses on the remembrance of lightness, focusing on the memorization and application of mathematical conclusions (concepts, formulas, laws, etc.)