论文部分内容阅读
一、用故事导入概念,激发学生的学习兴趣事实证明不爱学习的学生可能会有,不爱听故事的学生却很少遇到。将数学知识融入故事中,从学生已有的生活经验着手,既能激发他们的学习兴趣,又能引发学生感悟,会收到事半功倍的效果。如在学习“无理数”时,我引入了这样一个故事:公元前500年,古希腊毕达哥拉斯学派的弟子希勃索斯发现了一个惊人的事实,一个正方形的对角线与其一边的长度是不可公度的(若正方形边长是1,则对角线的长不是一个有理数)这一不可公度性与毕氏学派“万物皆为数”(指有理数),的哲理大
I. Introducing the concept with stories to stimulate students’ interest in learning It turns out that students who do not love learning may have it, but students who do not like to listen to stories rarely meet. Combining mathematics knowledge into the story and starting from the students’ existing life experiences can inspire their interest in learning and inspire students’ perceptions. It will have a multiplier effect. For example, when I was learning “irrational numbers”, I introduced such a story: In 500 BC, Hibdis, a disciple of the Pythagorean school of ancient Greece, discovered an astonishing fact that the diagonal of a square and its side The length is incommensurable (if the length of the square is 1, the length of the diagonal is not a rational number). This incommensurability and Bishop’s “all things are number” (referring to rational numbers)