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随着教学方法改革的深入,人们越来越清楚地认识到:数学解题教学只侧重于研究具体的解题方法和技巧是不足的,应重视隐蔽在具体方法和技巧后面的更丰富更一般的思想方法——解题策略的教学.如,正难则反、特殊探路、数形结合等,这些策略思想在解题中起着积极的指导作用.教学实践表明,如何使这些策略思想转化为学生具体的解题能力,是迫切需要探究的问题.学生在解“新题”时常出现这样的现象:解题“目的”不明,无法确定解题策略;解题策略选择不当,实施繁难;实施解题策略遇到障碍,不能自我排除等.笔者认
With the deepening of the reform of teaching methods, people have more and more clearly realized that: mathematics problem-solving teaching is only focused on the study of specific problem-solving methods and techniques is insufficient, should pay more attention to the hidden behind the specific methods and techniques richer and more general The ideological method of solving problem-solving strategies. For example, when it is difficult to reverse, special approaches, and combination of numbers and shapes, these strategic ideas play an active guiding role in problem solving. Teaching practice shows how to make these strategic ideas. Translating into students’ specific problem-solving abilities is an urgent problem that needs to be explored. This phenomenon often occurs when students solve “new questions”: the “purpose” of the problem is unknown, the problem-solving strategy cannot be determined, and the problem-solving strategies are not properly selected and implemented. The implementation of problem-solving strategies has encountered obstacles and cannot be self-excluded.