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数学学科具有高度的抽象性,严密的逻辑性和广泛的应用性,而初中生的思维正处在具体形象思维向抽象逻辑思维逐步过渡的阶段。数学知识的抽象性与学生认识的形象性之间存在着矛盾。弗赖登塔尔认为,数学教育不能从那些现成的、完美的数学系统开始,不能采用向学生硬性灌输概念的方式进行,良好的数学情境是数学教学的前提。数学情境创设的关键是找准新知识的切入点,设计问题要有梯度性、有连贯性,能引起学生的注意和良好的情感体验,下面是数学课堂上可以创设的五种情境。1.铺垫型情境以学生认知结构范围内的富有启发性的常规问题或已知的数学事实为素材,创设铺垫型情境。这种情境可为学生提出问题提供有效的启发,
Mathematical discipline has a high degree of abstraction, strict logic and a wide range of applicability, and junior high school students thinking is in the concrete image of thinking to the gradual transition of abstract logical thinking stage. There is a contradiction between the abstraction of mathematical knowledge and the image of students’ understanding. Freudenthal argues that mathematics education can not start with ready-made, perfect mathematical systems, can not be done in such a way as to impose concepts rigidly on students, and good mathematical situations are a prerequisite for teaching mathematics. The key to create a mathematical situation is to find new knowledge of the starting point, design problems should be gradient, consistency, can arouse the attention of students and a good emotional experience, the following five situations can be created in math class. 1. Pave the situation Context of the cognitive structure of the students within the enlightening conventional issues or known mathematical facts as the material to create a bedding-type situation. This situation can provide effective inspiration for students to ask questions,