作为一线的教师,时常会用教育的基本问题拷问自己,即该教什么?为什么目的而教?拿这些内容教谁?个人的阅历和思考毕竟是有限的,所以只能借助前人的伟大智慧。《作为教育任务的数学》一书中的一些对教育论述的观点,引导我从不同的视角来思考这些问题。教学的过程中,你不该把你的数学成果按照你发现它的那种过程去向别人讲解,而要采取另一种方式,即设想你当时已经有了现在的知识,你将是怎样发现那些成果的;或者 As a first-line teacher, he often interrogates himself with the basic problems of education, that is, what should he teach? Why is it taught? What to teach? The personal experience and thinking are limited after all. Therefore, we can only rely on the great wisdom of our predecessors . Some perspectives on educational discourse in “The Mathematics as a Task of Education” lead me to think about these issues from different perspectives. In teaching, you should not explain your math results to others as you discover it, but instead take the other way of assuming that you now have current knowledge and how you will find those Outcome; or