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吴亚萍老师提出:“数学教材大多是把数学知识的整体划分成一个个知识点,以‘点’为单位,按知识点的难易程度来编排教学内容,要求教师根据知识‘点’的安排在‘课’时单位内进行教学。……教师只围绕‘点’就事论事……学生缺乏对数学知识形成发展过程来龙去脉的了解和把握。……更令人担忧的是,数学教学异化为单一解题教学的现象进一步被强化。……教师局限于‘点’进行备课的习惯方式,导致教师忽视‘点’背后的知识整体之间的结构关系。……于
Teacher Wu Yaping put forward: ”Most of mathematics textbooks divide the whole mathematics knowledge into one knowledge point, and arrange the teaching content according to the difficulty of knowledge points according to the“ point ”, and ask the teachers to arrange the teaching according to the knowledge Teaching is carried out within the unit during ’class’ ... teachers only focus on ’point’ ... matter of course ... students lack knowledge and understanding of the context of the development of mathematical knowledge ... What is even more worrisome is the alienation of mathematics teaching into a single solution The phenomenon of problem teaching is further strengthened .... The teacher’s confinement to the habit of taking lessons in lesson preparation leads to the teacher ignoring the structural relationship between the whole knowledge behind ’point’