论文部分内容阅读
设计主题图有两重困难。一重是根据教学目的设计主题图情境;二重是根据情境设计画出不致产生误导或误解的画面。当这两重困难的克服仍不甚理想时,就要运用“冒泡”方法,辅以简单的文字说明。克服这两重困难还需首先注意:学生对主题图的视读能力是依年龄大小而水平不同的。如此种种,学生数学理解本身的困难尚待克服不说,倒先让主题图蒙上了层层迷雾。本来用三、四行文字或式就可以使学生
There are twofold difficulties in designing a theme map. The first is to design a thematic map context for teaching purposes; the second is to draw a picture that is not misleading or misleading based on the contextual design. When these two difficult problems are still not quite satisfactory, we must use the “bubble” approach, supplemented by simple textual explanations. To overcome these two difficulties need to be the first to note: students’ ability to read the subject of the picture is different according to age and level. Such a variety of students to understand the difficulties in math itself has yet to overcome the need to say, the top of the theme map first cast a fog. Originally used three or four lines of text or style can make students