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有人认为数学历来以精确、严谨而著称,就像1+1=2那样,因而数学教学中不存在“模糊”现象;也有人认为数学教学作为教育的过程,没有精确,只有模糊.但事实上“模糊”与“精确”同时存在于数学教学的方方面面,而且从“模糊”与“精确”的视角辩证地观察、研究中学数学教学,我有了新的认识与发现,期待本文能得到同行的指教.1透视数学教学中的“模糊”与“精确”1.1数学教材的“模糊”与“精确”数学教材中存在的“精确”现象太多了,不必多说;至于存在的“模糊”现象至少有三类:一类是部分原始概念来源于现实生活,虽说是客观事实,但无法定义或证明,教材中往往采用定性的方式加以表述,
Some people think that mathematics has always been known for its accuracy and rigor, just like 1 + 1 = 2, so there is no “fuzzy ” phenomenon in mathematics teaching. Some people think that mathematics teaching as an educational process is not precise and only fuzzy. In fact, “fuzzy ” and “exact ” exist in all aspects of mathematics teaching at the same time, and also dialectically observe from the perspective of “fuzzy ” and “exact ” Understanding and discovery, I hope this article will be able to get the advice of peers.1 “Fuzzy ” and “Exact ” in the perspective of mathematics teaching 1.1 “fuzzy ” and “exact ” mathematics textbook There are at least three types of “fuzzy” phenomena: one is that part of the original concept comes from real life, although it is an objective fact, but it can not be defined or proved in textbooks Often use a qualitative way to be expressed,