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传统的数学教学的特点是以传授知识为主要目的、单向平面地讲授教科书。在这种理念指导下,教师崇尚钻研教材,视处理好教材、教好教材为教学艺术,这种预先设计好的教学目标往往超越教学过程本身,脱离学生的现实。教师足教学过程的控制者、教学活动的组织者、教学内容的制定者和学生学习成绩的评判者,学生很少有机会通过自己的活动与实践来获取知识,教学目标的预设性与学生主体发展形成了尖锐的矛盾。
Traditional mathematics teaching is characterized by the main purpose of imparting knowledge, one-way planar teaching textbooks. Under the guidance of this concept, teachers advocate researching teaching materials, depending on handling teaching materials and teaching materials as teaching art. Such pre-designed teaching objectives tend to go beyond the teaching process itself and from the reality of students. Teachers are the controllers of teaching process, the organizers of teaching activities, the makers of teaching contents and the evaluation of students’ academic performance. Students rarely have the opportunity to acquire knowledge through their own activities and practices. The default of teaching objectives and students The development of the main body formed a sharp contradiction.