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在数学教学中通过解题可以达到巩固双基、促进思维、形成能力的作用。但由于学生受到环境、性格以及基础知识和基本技能掌握程度的不同等方面的影响,学生在解题时就会呈现出各种不同的心理状态和行为,故而虽是同解一道或一组练习,而学生各人的收益却会大不相同。因此,在解题时教师若能针对学生不同的心理状态和心理倾向进行一些有目的的指导和教育,就会使学生无形中克服解题中所产生的某些心理障碍,很自然地通过解题而获得知识和提高能力。正如苏联著名教育家苏霍姆林斯基曾说过“任何一种教育现象,学生在其中越少感觉到教育者的意图,教学效果就越大”。本文主要想分析一下,在解题中学生有哪些心理状态,
Through solving problems in mathematics teaching, the role of consolidating double bases, promoting thinking, and forming ability can be achieved. However, because students are affected by differences in the environment, personality, basic knowledge, and basic skills, students will present a variety of psychological states and behaviors when solving a problem. However, the income of each student will be very different. Therefore, when the teacher solves the problem, if the teacher can carry out some purposeful guidance and education on the students’ different psychological states and psychological tendencies, the students will virtually overcome some of the psychological obstacles arising from the problem, and naturally pass the solution. Problem and gain knowledge and improve ability. Just as Soviet famous educator Sukhomlinski once said, “Every kind of educational phenomenon, the less students feel the educator’s intention, the greater the effect of teaching.” The main purpose of this article is to analyze what kind of mental state students have in the problem solving.