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数学教学中的转化思想是指反映研究的内容在一定的条件下从一种形式变化到另一种形式进行思考。教学中渗透这种现代数学思想,有利于培养学生的逻辑思维能力和自学能力。为此,我在教学实践中注意探索这一转化过程中的一些基本规律。 一、提供条件,创设情境是实现转化的前提。数学知识的系统性很强,学生今天要学的新知识,一般是已掌握的知识的延伸、发展和综合,又是以后所学知识的基础。根据“从已知列未知”这一教学原则,教师必须精心设计铺垫题,利用讲授课前的5—7分钟进行练习,使学生已有的知识、技能、思考方法与所要学习的新知识内容产生联系。在这一联系中通过观察、比较和思考,自觉地改组已有的认知结构,去解决新的问题,从而达到渗透转化思
The idea of transformation in mathematics teaching is to reflect that the content of the research should be changed from one form to another under certain conditions. To penetrate this modern mathematical thinking in teaching is conducive to cultivating students' logical thinking ability and self-learning ability. For this reason, I pay attention to exploring some basic rules in this transformation process in teaching practice. First, to provide the conditions for the creation of the situation is to achieve the premise of conversion. The systematic knowledge of mathematics is very strong. The new knowledge to be learned by the students today is generally the extension, development and synthesis of the acquired knowledge and the basis for the knowledge they later learned. According to the teaching principle of “unknown from known column”, teachers must carefully design and apply the pre-lesson 5-7 minutes to practice, so as to make the students have the knowledge, skills, thinking methods and new knowledge content to be learned Make contact In this connection, through observation, comparison and reflection, we consciously reorganize the existing cognitive structure and solve new problems so as to achieve the goal of infiltration and transformation