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针对学生在解题后缺乏归纳、反思这一现象,笔者提出了“解题反思性学习”。为了提高高中生的数学思维,在课堂教学中,利用设问、题组练习、变式训练等手段来培养学生养成解题后及时归纳、反思的习惯。并且在任教高一年级时,对其中一个任教班级尝试了撰写“解题反思性学习”小结的实验。通过对实验成绩的对比分析,笔者发现能坚持撰写“解题反思性学习”小结的学生,已养成良好的数学学习习惯和素养。这种习惯的养成有利于提升学生的数学思维,有利于提高学生对数学本质的认知水平,有利于消除学生的知识盲点。坚持不懈地为学生提供归纳、反思的平台,从而达到领会知识、畅通思路、形成通法、提高悟性的解题目标,对做过的题进行反思总结,并站在一定的高度上加以审视,从中挖掘题目的精髓,看清问题的本质,对数学有思有悟。
Aiming at the lack of induction of students after solving problems, to reflect on this phenomenon, the author puts forward “solving reflective learning”. In order to improve the mathematical thinking of high school students, in the classroom teaching, the use of asking questions, group exercises, variant training and other means to cultivate students to develop timely solution, the habit of reflection. And while teaching the freshman year, he experimented with one of the taught classes in writing the Summary of Reflective Learning. Through the comparative analysis of experimental results, I found that students who can insist on composing the summary of “Reflective Reflective Learning” have developed good math learning habits and accomplishments. The formation of this habit is conducive to enhancing students ’mathematical thinking, helping students to improve the cognitive level of mathematics, helping to eliminate students’ blind spots of knowledge. Persevere in providing students with a platform for induction and reflection so as to achieve the goal of understanding knowledge, unblocking ideas, forming common law and raising awareness, and reviewing the questions that have been done and looking at it to a certain height, Excavate the essence of the subject, see the essence of the problem, think of mathematics and thinking.