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在一个“随机事件的概率”教学案例中,教学时,教师设计和使用了两种不同的教学引人方案:在一个班安排学生分组进行掷硬币试验,并让学生统计试验结果,结果学生讨论热烈,十五分钟后就引入了概率的概念;在另一个班讲课时,教师没有安排掷硬币试验,而是直接引入概率的概念,五分钟后让学生回答同样的问题,没想到学生一样能回答统计试验结果。学从疑得,知从问出。带着诸多困惑,我对此案例进行了思考和探索,得到了一些宝贵的启示和感悟。
In a “Probability of Stochastic Events” teaching case, the teacher designed and used two different teaching introductory scenarios for teaching: grouping students in a class to coin-coin tests and having students count the results of the trial The student discussion was intense and the concept of probability was introduced fifteen minutes later. In another class lecture, the teacher did not arrange the coin-tasting test. Instead, he introduced the notion of probability directly and asked students to answer the same question five minutes later. The same can answer statistical test results. Learn from suspicion, know from asking. With a lot of confusion, I have thought and explored this case and got some valuable inspiration and insights.