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在传统的数学解题教学课堂上,教师的主要任务在于分析问题结构,讲解解题过程,课下学生大量地仿题练习,以此来掌握问题解决的思维方法和过程、记住题型,为考试作充分准备.原本数学问题的解决是一件惊心动魄,颇有挑战性的事情.但在这样的教学课堂上则显得枯燥无味.这里的主要问题在于我们的教学受限于教师本身的教学理念和解题教学的高度.教学应该让学生亲身体会和参与解题的过程,把问题作为载体教会学生思考,让学生在问题解决的过程中学会解题的思维方法和策略,深刻地构建问题模型.文章以此为出发点,就特殊化思维在解题教学中的贯穿为例,对特殊化思维过程进行了细致的分析并
In the traditional mathematics problem-solving teaching class, the main task of the teacher is to analyze the problem structure, explain the problem solving process and make a lot of practice exercises in order to grasp the thinking method and process of problem solving, remember the question type, To prepare for the exam.The original mathematical problem solving is a soul-stirring, quite challenging things.But in such a teaching class is boring.The main problem here is that our teaching is limited by the teacher’s own teaching philosophy And the height of the problem-solving teaching.Teaching should allow students to experience and participate in the process of problem-solving, the problem as a carrier to teach students to think, so that students in the process of problem-solving learn the problem-solving thinking methods and strategies to profoundly construct the problem model Taking this as a starting point, the article analyzes the process of specialization thought process