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数学概念及定理是数学学习的起点,是数学思维的基础。对于“三角形的中位线”这样“一个题设、两个结论”的新颖内容,学生没有认知基础和学习经验,需要教师在教学时合理引入情境,慢化定理探究,拉长思维过程,让学生经历知识的形成过程,自主揭示结论的本质,准确把握定理的内涵和外延。如何打开“三角形的中位线”定理的大门呢?笔者收集和设计了以下几种情境引入的方式,并从操作性、实用性、价值观等方面进行反思。
Mathematical concepts and theorems are the starting point of mathematics learning and the basis of mathematical thinking. For the “triangle” of the “” such a problem, two conclusions “new content, students do not have the cognitive foundation and learning experience, teachers need to reasonably introduce the situation in teaching, moderation theorem exploration, pull Long thinking process, so that students experience the formation of knowledge, self-disclosure of the essence of the conclusion, accurately grasp the connotation and extension of the theorem. How to open the door to the ”triangle of the median line" theorem? I collected and designed the following scenarios introduced, and from the operational, practical, values and other aspects of reflection.