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计算机辅助教学作为现代化的技术,具有其较传统教学所无法比拟的优越性.一般认为,计算机辅助教学能提供丰富的形象素材,构筑表象与本质的桥梁,帮助学生理解高度抽象的数学知识的实质、有效培养数学形象思维.但笔者认为,数学思维主要以抽象思维为主,形象素材提供过度会剥夺学生数学思维的权力,既不利于数学形象思维的发展,更不利于数学抽象思维的发展.一、过度提供形象素材不利于学生数学思维发展的原因分析1.过度提供形象素材不利于学生数学形象思维的发展数学知识具有高度的抽象性,为使其易于理解和掌握,就需要寻找相应的几何解释,所采用的几何图形应是已被学生理解和认识的,或易于理解和认识的,以便降低数学对象的抽象程度,帮助解释和说明抽象概念的有关性质.这种寻找几何图形的思维过程就是数
As a modern technology, computer-assisted teaching has superiority that traditional teaching cannot match. It is generally believed that computer-assisted teaching can provide rich image materials, build a bridge between appearance and essence, and help students understand the essence of highly abstract mathematical knowledge. Effectively develop mathematics thinking. However, I believe that mathematics thinking mainly focuses on abstract thinking. Excessive supply of image material will deprive students of their mathematical thinking power. This is not conducive to the development of mathematical image thinking, and it is not conducive to the development of mathematical abstract thinking. First, over-provision of image material is not conducive to the development of students’ mathematical thinking. Analysis 1. Over-provision of image material is not conducive to the development of mathematical image thinking. Mathematics knowledge is highly abstract. To make it easy to understand and grasp, it is necessary to find the appropriate Geometry interpretation, the geometry used should have been understood and understood by students, or easy to understand and recognize, in order to reduce the abstractness of mathematical objects, help explain and explain the nature of abstract concepts. This kind of thinking for finding geometrical figures The process is a few