论文部分内容阅读
《义务教育数学课程标准(2011年版)》指出:“推理贯穿于数学教学的始终,推理能力的形成和提高需要一个长期的、循序渐进的过程。”推理包括合情推理和演绎推理,在解决问题的过程中,两种推理功能不同,相辅相成。不久前听了一节《两位数乘两位数的练习》公开课,教师在教学过程中设计了适当的学习活动,引导学生通过观察、尝试、估算、归纳、类比、画图等发现一些规律,猜测某些结论,发展合情推理能力;通过实例使学生逐步意识到,结论的正确性需要演绎推理的确认。
Compulsory Education Mathematics Curriculum Standard (2011 Edition) states: “Inference runs through mathematics teaching and the formation and improvement of reasoning ability requires a long-term, step-by-step process.” “Inference includes both affective and deductive In the process of solving the problem, the two inference functions are different and complement each other. Not long ago, I heard an open class titled ”Double-digit and Double-digit Exercises". Teachers designed suitable learning activities during the teaching process to guide students to discover some laws through observation, trial, estimation, induction, analogy and drawing , Guessing some conclusions and developing the ability of adulteration reasoning. Through examples, students are gradually realized that the correctness of the conclusion needs the confirmation of deductive reasoning.