摘要
数学教学过程要讲清知识的来龙去脉,揭示数学本质,体现数学精神.据此确定勾股定理的教学重点为:定理的发现及证明过程蕴含的数学思想与方法.教师需借助历史梳理知识背后的精神实质并依据教材把握教学内容的地位与作用,从而建构对勾股定理的整体认知.结合学生实际设置合适的问题情境与探究活动,实现以"问题驱动教学"的高效数学课堂,让学生真正经历知识的"再发现"并体验相应的思想方法.
Mathematical development, mathematical nature and spirit should be revealed in mathematics teaching. Therefore, discovery of Pythagorean theorem of and thought of mathematical in proof procedure which were teaching important points. To construct the overall recognition of the Pythagorean theorem, teachers needed to know the essence of mathematics knowledge with the help of history and grasp the status and role of teaching content based on teaching material. Hence, teacher could create appropriate problem situation and exploration activity combined with students＇ reality, to achieve effective mathematics classroom based on ＂issue-driven teaching＂. Which made students to experience the real ＂rediscovery＂ of knowledge and the corresponding thinking.
作者
王海青
曹广福
WANG Hai＇qing1,CAO Guang-fu2(1. School of Mathematics ＆ Big Data, Huizhou University, Guangdong Huizhou 516007, China; 2. School of Mathematics ＆ Information Science, Guangzhou University, Guangdong Guangzhou 510006, China)
出处
《数学教育学报》
CSSCI
北大核心
2018年第5期37-41,共5页
Journal of Mathematics Education
基金
广东省教育科学研究课题--基于课程群理念的数学学科教育课程重构与教学方式研究(2014GXJK144)
广东省本科高校高等教育教学改革课题--卓越人才培养模式下职前数学教师整体教学观的形成研究(2016)
关键词
数学教学
勾股定理
教学价值
整体教学观
mathematics teaching
Pythagorean theorem
teaching value
view ofholistic approach
