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近日听了一节课,研究的是“二项式系数的性质”。我觉得本节课的成功之处在于体现了数学课堂教学中的三个过程:知识的发生发展过程、学生的自主探究过程、教师的引领导学过程。一、成功的数学课堂教学要体现知识的发生发展过程一般地,新公式新定理的发现源于人们对未知世界的好奇与进一步探索的欲望,比如费马猜想的提出。1637年,法国数学家费马在阅读古希腊数学家丢番图于公元3世纪写的数学名著《算术》时,当他面对拥有无穷多组正整数解的勾股定理型的方程x2+y2=z2时,心中产生了自然的探索的冲动:方程x3+y3=z3,x4+y4=z4,x5+y5=z5,等等也有无穷多组正整数解吗?它
Recently listened to a class that studied “the nature of binomial coefficients.” I think the success of this lesson lies in embodying the three processes in the classroom teaching of mathematics: the process of the occurrence and development of knowledge, the independent inquiry process of students and the leading process of teachers’ guidance. First, the successful mathematics classroom teaching to reflect the occurrence and development of knowledge In general, the discovery of the new theorem of new formulas stems from people’s curiosity and further exploration of the unknown world, such as Fermat’s conjecture. In 1637, when French mathematician Fermat read the mathematical masterpiece Arithmetic written by the ancient Greek mathematician Di Dimbo in the 3rd century AD, when he faced the Pythagorean theorem with an infinite number of positive integer solutions x2 + y2 = z2, the impulsiveness of natural exploration arises in the mind: Is there an infinite set of positive integer solutions to the equation x3 + y3 = z3, x4 + y4 = z4, x5 + y5 = z5?