论文部分内容阅读
在教学改革运动中,提出数形結合的問題以后,就引起了全国各地数学工作者的广泛討論。許多同志认为数和形是客观世界相互矛盾的两个方面,两者是辯証的統一,如果把数和形割裂开来,不仅使学生不能深刻孰識客观世界的本来面貌,而且使学生的思維变得死板、僵化,妨碍学生智力的发展和学习的积极性,因而学生掌握的知識是片面的孤立的。另一方面,也有不少同志不贊同数形結合,由于各門学科有它本身的严密的系統性,如果貫彻数形結合,就破坏了数学領域中各分科的体系,妨碍了学生邏輯思維的发展。此外,有些同志贊同数形結合,但是訊为数形結合不等子在中学教学中废除几何課,必須承认中学数学課有其自身独特的規律性。本着双百方針的精神,本文拟从心理学角度来討論数学教学方法上数形結合的几个問題。不妥之处,請同志們指正。
In the teaching reform movement, the question of the combination of number and shape has been raised, which has caused widespread discussion among mathematicians across the country. Many comrades believe that number and form are two aspects of conflict between the objective world. The two are dialectical unity. If the number and shape are separated, not only can students not profoundly understand the original appearance of the objective world, but also make students think. Become rigid, rigid, impede the development of students’ intelligence and the enthusiasm of learning, so the students’ knowledge is one-sided and isolated. On the other hand, there are also many comrades who disagree with the combination of numbers and forms. Because each discipline has its own strict systemic nature, if the combination of numbers and forms is carried out, the system of sub-subjects in the field of mathematics is destroyed, and students’ logical thinking is hindered. development of. In addition, some comrades agree with the combination of number and shape, but the combination of number and shape is not acceptable to abandon the geometry class in secondary school teaching, must recognize that the middle school mathematics class has its own unique regularity. In line with the spirit of double-hundred policy, this article intends to discuss several problems in mathematics teaching methods from the perspective of psychology. Incorrect, please correct me.