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数学知识源于生活,又高于生活。数学知识的产生对学生数学知识的学习又有什么样的影响,一节数学课究竟是让学生学会什么?是知识?还是知识形成的过程?还是让学生会学什么?还是让学生思维得到发展?我想每个老师心里都有自己的想法,也有自己的做法。下面的故事或许给我们带来一点启示。一、数学与生活:二分之零点五的故事下面是某位教师在讲“认识几分之一”时最后的综合训练中的教学片断:下面是三(1)班黑板报的布局。
Mathematical knowledge comes from life and above life. How does the production of mathematical knowledge affect the learning of students’ mathematical knowledge? What is a math class that allows students to learn what? Knowledge or the process of knowledge formation? Or let students learn? Or let students think? I think each teacher has his own mind, but also has its own approach. The following story may give us some inspiration. First, Mathematics and Life: The Story of 0.55 The following is a piece of teaching in the final comprehensive training of a teacher when he talks about “Know A Few ”: Here are three (1) blackboard newspapers layout.