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初中数学教学中,学生学习成绩两极分化严重,其原因是多方面的。传统的教学观点,将数学教学过程只看作数学知识、解题经验等的积累、增长过程,侧重于对教学过程作静态分析,得出的结论通常是学生基础知识差,基本技能薄弱,这样分析难免浮于表面现象,现代教学论则把教学过程看着是一个动态的过程,着眼于分析学生个体认识思维的结构与功能。作为一名初中
In junior high school mathematics teaching, there are many reasons for the polarization of student’s academic performance. The traditional teaching point of view, the mathematics teaching process only as mathematics knowledge, problem solving experience, such as the accumulation and growth process, focusing on the teaching process for static analysis, the conclusion is usually the students basic knowledge is poor, the basic skills are weak, so Analysis inevitably floating on the surface of the phenomenon of modern teaching theory of the teaching process is looking at a dynamic process, focusing on the analysis of individual students cognitive thinking of the structure and function. As a junior high school