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数学思想以知识为载体,是对数学知识在更高层上的抽象和概括,其种类颇多,各有特点。其中,数形结合是贯穿初等数学的一个重要思想,因为任何一个代数表征下的相等或不等关系均有其几何表现形式,而几何表征又为代数关系的探究提供有利工具。这种依靠数与形之间的信息转化巧妙解决问题的思想方法,是数学教学的重要任务。然而,实际教学中,数形结合思想的教学还未真正落实到位,主要表现在数形结合思想的教学目标不够明确,教学过程中不能合理布点,不能有针对性地设计一些体验数学思想的有效环节。课堂教学随意性、盲目性大,教师只是轻描淡
Mathematical thinking uses knowledge as the carrier to abstract and summarize mathematics knowledge at a higher level. There are many types of mathematical ideas, each with its own characteristics. Among them, the combination of number and shape is an important idea that runs through elementary mathematics, because the equal or inequality relations under any one algebraic representation have their geometric forms, and the geometric representation provides a favorable tool for the exploration of algebraic relations. This ideological method of relying on the transformation of information between figures and shapes to solve problems ingeniously is an important task of mathematics teaching. However, in practical teaching, the teaching of the combination of number and shape has not yet been put in place. It is mainly manifested in the fact that the teaching goal of the combination of numbers and shapes is not clear enough, and the teaching process can not be rationally distributed, and it is impossible to design effectively some ideas for experiencing mathematical thinking. Link. Classroom teaching is arbitrariness and blindness, teachers are only light