摘要
数学教学是思维的教学,思维发生在正在进行中的充满疑难、困惑和悬而未决的情境.将情境中令人困惑而又希望明白的地方称为思维生惑点.思维生惑点是已知与未知的混合物,是疑与问题的中介、是积极学习的原动力,是新思想的生长点,它不仅能使学生意识到新课题同自己的旧有经验相关联,而且能意识到直面凭借旧有经验不能完全解决新课题,需要对旧有知识经验的超越.为了诱发学生积极学习的兴趣,激发学生对未知的探索,在数学教学中应找准新课题和原有认知的结合点创设惑境,不断诱发学生生惑,引导学生解惑.
Mathematics teaching was the teaching of thinking, which was set in on-line situation filled with difficulty and baffle and pending matter. A place of being confused that students hope to understand was called a puzzled point of thinking. A puzzled point of thinking was a mixture of known and unknown, and being an agency of doubt and problem, and being an primitive motility of active study, and being a growing point of new good ideas, a puzzled point of thinking could not only make students realize that the new topic was concerned with their own experience, it could make the students realize that they couldn＇t solve completely the new topic by direct experience, and solving the topic needed to be beyond the relevant or precedent knowledge. In order to whip up the students＇ interested in mathematics learning, and to fire up the students＇ exploration to unknown fields, in mathematics teaching the teacher should seek the joints of the new topic and his students＇ previous cognition, making a puzzled situation, causing his students to make puzzles continuously, and guiding his students to dispel their puzzles.
出处
《数学教育学报》
北大核心
2007年第2期16-19,共4页
Journal of Mathematics Education
关键词
生长点
原动力
思维生惑点
数学教学
解惑
growing point
primitive motility
puzzled point of thinking
mathematics teaching
dispelling puzzle
