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前面说到,教学艺术的基本特征是错位。毫无疑问,教学常态的基本特征是匹配。比如阐明目标,突出重点,揭示来龙去脉,试图模拟数学家的思考过程。所谓错位,就是不把结论直接告诉学生。问题是,这样可能吗?孔子不说,弟子会去追问;郭思乐先生说,“3乘以5等于14”时,学生会被惊醒,然后就会用各种方式论证是15而不是14。这样的期待真的会发生吗?学情不同,结果可能大不相同。我们希冀着不把结果直接告诉学
As mentioned earlier, the basic characteristics of teaching art are dislocation. There is no doubt that the basic characteristics of teaching normal is to match. Such as elucidating the goal, highlight the focus, reveal the ins and outs, trying to simulate the process of thinking mathematicians. The so-called misplaced, that is, not to tell the students directly. The question is, is this possible? Confucius said not, disciples would ask questions; and Mr. Guo Silei said that when “3 times 5 equals 14”, students would be awakened and would then argue in various ways 15 instead of 14. This expectation really happen? Learning different, the results may be very different. We hope that we will not tell the result directly