浅析初中数学反例教学实施的具体要求

• 作 者: 张裕华
• 机 构: 江苏省启东市东海中学,
• 出 处: 理科考试研究
• 发表日期: 2013年22期
• 关键词: 初中 数学反例 教学实施 反例教学 学生思维 教学过程 命题 思维灵活性 解题能力 教学成效 教师 换位思考 帮助学生 最优化 知识点 正错误 目的性 局限性

所谓的反例教学就是教师在教学过程中针对某一教学知识点的具体实例,列举出一个符合题干而不符合命题结论的特例.通过特例的列举,让学生换位思考,不再纠结于命题为什么正确,而在于命题究竟错在哪?反例教学有明确的目的性和针对性,它可以克服学生思维的局限性,帮助学生及时发现和纠正错误,提升学生解题能力和思维灵活性.但是在教学过程中,实施反例教学的教学成效却是大相径庭的,那么,如何使得反例教学达到最优化便值得教师们深思一番.一、反例教学的引入要合理在多年的教学中,教师见到的反例着实很多,见识到的学生犯下的错误形形色色,但是在教学过程中完全没必要为学生罗列太多的反例,过多的反例也许还会适得其反.不加选择的

The so-called counterexample teaching is a specific example of a teaching point of knowledge for teachers in the teaching process, citing a special case that is consistent with the topic and does not conform to the conclusion of the proposition.According to the special enumeration, let students think empirically, no longer entangled in the proposition Why is it right? What is the wrong proposition? Counterexample teaching has clear purpose and pertinence, it can overcome the limitations of students ’thinking, help students find and correct mistakes in time, improve students’ problem-solving ability and thinking flexibility. In the process of teaching, the teaching effectiveness of counter-examples teaching is very different, so how to make the counter-examples teaching reach the optimal value is worthy of some consideration by teachers: First, the introduction of counter-examples should be reasonable in many years of teaching, teachers see There are actually many counter-examples of what the students are aware of, but there is absolutely no need for the students to list too many counter-examples in the teaching process, and too many counter-examples may be counterproductive.