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(一)恰当地引入概念教学中,通常有两种途径引入数学概念;一是用实际事例或模型、实物进行介绍,使学生对于研究对象由感性到理性,逐步认识它的本质属性,建立概念。例如教减法,教材上用3架飞机飞走1架,还剩几架?4条黄瓜摘下1条,还剩几条?5个鸡蛋打破1个,还剩几个?4瓶墨水用完1瓶,还剩几瓶等实物图画,使学生初步理解减法的意义,产生一个从全体中去掉一部分,求另一部分的印象。因此,如果学生对某一概念的感性认识不具备或不丰富,就要用多
(A) the appropriate introduction of concept teaching, there are usually two ways to introduce the concept of mathematics; one is to use the actual examples or models, in-kind introduction to enable students to study the object from perceptual to rational, and gradually realize its essential attributes, the establishment of concepts . For example, teaching subtraction method, the textbook flew with a 3 aircraft, leaving a few left? 4 cucumber off 1, left a few? 5 eggs to break a, left a few? 4 bottles of ink run out A bottle, left a few bottles and other physical pictures, so that students initially understand the meaning of subtraction, resulting in a removed from the whole part of seeking the impression of another part. Therefore, if a student's perceptual awareness of a concept does not have or is not rich, it is necessary to use more