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從一九五○年,我們就開始注意了在幾何教學中進行測量實習工作。起初只是單純地認爲通過測量可以使學生對於學習幾何的目的有進一步的認識,能提高他們的學習情緒,並沒有正確認識到測量實習在幾何教學中的作用,因而當時的測量是脫離了教材單獨進行的。一九五三年上學期,中央教育部頒佈了數學教學大綱(草案),規定「在初中二三年級,特別是在鄉村學校中,必須進行當地的測量工作:丈地、測角、用直角測量器測垂線,測量距離和高度」,並指明進行這些測量工作的目的在於使學生「能運用新學到的知識去解決實際問題」。這使我們對於應如何在初中幾何教學中進行測量工作有了進一步的認識。一年來在這方面我們初步作了一些工作,也收到了一些效果。我們主要是結合下列一些教材進行了測量工作:
From 1950, we began to pay attention to the measurement internship in geometry teaching. At first simply thought that by measuring can make students have a better understanding of the purpose of learning geometry, can improve their learning sentiment, did not correctly understand the role of measurement internship in geometry teaching, so the measurement was out of the textbook Alone In the last semester of 1953, the Central Ministry of Education promulgated a draft mathematics teaching outline (Draft) stipulating that “in the second or third year of junior high school, especially in rural schools, local surveying work must be conducted: husband and wife, angle measurement, Measuring instruments to measure perpendicularity, measuring distance and height, ”and indicate that the purpose of conducting these measurements is to enable students to“ apply the newly learned knowledge to solve practical problems. ” This gives us a better idea of how measurement should take place in junior high school geometry teaching. In the past year, we have done some preliminary work in this respect and have also received some results. We mainly conducted the measurement work based on the following textbooks: