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在数学课上,很多有经验的教师,有时不是自己讲述某个定理的论证,而是用一种巧妙地提问的办法来激发学生自己去找出这个论证。实践证明,这样做的结果,对学生理解和掌握定理都是很有帮助的。不过我认为,如果在让学生自己找出这个论证以前,通过直观教具的演示(假如可能的活),结合用提问的方法,来激发学生自己得出定理的本身,然后再进一步寻求对这条定理的论证,这对学生深入理解和掌握定理帮助就更大,而且我还认为,这样做的好处,不单是停留在帮助学生理解定理的本身,而且还可以进一步培养学生对事物进行观察、分析、综合的能力。
In mathematics classes, many experienced teachers sometimes do not self-state the argument of a certain theorem. Instead, they use a clever questioning approach to inspire students to find out the argument themselves. Practice has proved that the results of this exercise are very helpful for students to understand and master the theorems. However, I think that if students are allowed to find out this argument, they will use the demonstration of visual aids (if possible) and use the method of asking questions to inspire students to draw the theorem itself and then seek further The argumentation of the theorem, which helps the students to understand and master the theorems more deeply, and I also believe that the benefits of doing so not only stay in helping students understand the theorem itself, but also can further train students to observe and analyze things. Comprehensive capabilities.