浅谈初中数学课堂概念教学中的变式应用

• 作 者: 韦胜
• 机 构: 溧阳市强埠初级中学,
• 出 处: 新课程(中学)
• 发表日期: 2010年11期

数学概念是对客观事物的数量关系、空间形式或结构关系的特征概括,是对一类数学对象的本质属性的反映。在数学概念教学中,我们可以通过具体或直观变式引入概念;在数学概念的形成过程中,正例变式有利于“丰富”概念,反例变式有利于“纯洁”概念,从而尽可能避免非本质属性泛化的错误,使数学概念的概括精确化,提高了概念教学的有效性。

Mathematical concepts are quantitative summation of quantitative relations, spatial forms or structural relations of objective things and are a reflection of the essential attributes of a class of mathematical objects. In the teaching of mathematical concepts, we can introduce concepts through specific or visual variations. In the process of the formation of mathematical concepts, positive examples are conducive to the concept of “rich ”, counter-examples are conducive to the concept of "pure As a result, errors of non-essential attributes generalization can be avoided as much as possible, the mathematical concepts are generalized and the validity of the concept teaching is improved.