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教学大纲中规定“要重视学生获取知识的思维过程”。在数学课堂教学中,教师固然可以从观察学生动手操作的顺序、方法中,或从分析学生作业的解题思路中,着手去了解学生的思维过程,但更常用、更直接的是从学生回答问题的语言表述中了解学生的思维过程。如果将一组要求写出思维过程的习题,让未经过说理训练的学生解答,学生的语言表达情况可能大体呈现如下几种层次:1.回答问题只能说个别字、词。对所出示的问题,用
Syllabus provides “should pay attention to the process of thinking of students to acquire knowledge ”. In mathematics classroom teaching, teachers can understand the students’ thinking process from the observation of the order and method of students’ hands-on operation, or from the analysis of students’ problem-solving ideas, but it is more commonly and directly answered from the students The language of the problem to understand the student’s thinking process. If a set of requirements to write out the thinking process of the problem, so that untreated students to answer, the students’ language expression may show the following general level: 1. The answer to the question can only say individual words. Use the questions presented