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如果要证明一个给定的命题为假命题,一般可举出一个例子,使其有该命题的条件,但无该命题的结论,这个例子就是反例。心理学研究表明:小学生在对事物认知的过程中,一般很难对事物基本属性有深刻的理解和掌握。所以,数学课堂上列举出的反例一般是变换事物的本质属性,引导学生通过研究和数学结论本质不同或相反的例子,使他们能够对数学概念的本质有深刻的认识。小学数学教学中运用反例的积极作用1.错误认知矫正作用
If we want to prove that a given proposition is a false proposition, we can generally give an example to make it have the conditions of the proposition, but without the conclusion of the proposition, this example is a counter-example. Psychological studies have shown that: pupils in the process of cognitive things, it is generally difficult to have a profound understanding of the basic attributes of things and master. Therefore, counterexamples listed in mathematics classes are generally the essential attributes that transform things and guide students to profoundly understand the nature of mathematical concepts through examples that differ in their nature and contradict with those of mathematical findings. The positive role of counter-examples in primary mathematics teaching 1. The role of false cognition correction