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在长期的教学实践中,我们发现,数学解题教学设计存在着两种典型的取向:逻辑取向与心理取向.偏于逻辑取向的教学设计,重在对解题过程的逻辑结构分析,对从题设条件到所求结论的因果关系分析,以此为基础,选择问题解答思路发生的最为简捷的逻辑途径进行教学.这种教学教师使用方便,它的效率特别高.偏于心理取向的教学设计,重在对学生探究发生问题思路的认知结构分析,它针对学生思维活动的运行序列展开,适应学生的心理需求,通过
In the long-term teaching practice, we find that there are two typical orientations in the teaching of mathematical problem solving: logical orientation and psychological orientation. The teaching design that is more logical orientation focuses on the logical structure analysis of the problem solving process, Based on the analysis of the causal relationship between the conclusion and the conclusion, based on which, the most simple and logical way to choose the problem-solving idea is to be taught.This teaching teacher is easy to use and its efficiency is very high. Design, focusing on students to explore the thinking of cognitive problems in the structure of the cognitive structure, it is for students thinking activities to start the sequence of activities to meet the psychological needs of students by