教学生学会一个数学概念,须使他们理解和掌握这个概念的含义、符号和读法。在有关集合概念的教学中,学生反映“意义还好懂,符号真难记”。究其原因,就在于这些符号形状相近,单凭机械记忆往往容易混淆。于是,我在数学符号的教学上想了一点办法。第一,把意义识记和机械识记结合起来,以提高记忆的效率。因为一个数学符号离开了概念的含义,学生往往感到很抽象不解其意。鉴于此,我就设法使数学符号“意义化”。如教学“属于”符号“∈”时,我先画了韦恩图,然后指出“元素a属于集合A”可以记作“a∈A”。继而有意识地把“属于”符号“∈”分解为两部分。“C”和“一”,说明“C”寓有“集合圈定了一个范围”之意,“一” Teaching students to learn a mathematical concept must enable them to understand and grasp the meaning, symbol and reading of this concept. In the teaching of the concept of collections, students reflect that “the meaning is better and the symbols are really difficult to remember”. The reason is that these symbols are similar in shape, and mechanical memory alone is often confusing. As a result, I thought of a little bit in the teaching of mathematical symbols. First, the combination of meaning memorization and mechanical memorandum is used to improve the efficiency of memory. Because a mathematical symbol leaves the meaning of the concept, students often feel very abstract and puzzled. In view of this, I managed to “signify” the mathematical symbols. If teaching “belongs” to the symbol “∈”, I first draw the Wayne diagram and then point out that “element a belongs to set A” can be written as “a∈A”. Then consciously divide the “belonging” symbol “∈” into two parts. “C” and “one” indicate that “C” contains the meaning of “a circle defined by a set of circles” and “a”.