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长期以来,相依相伴的算理和算法被人们分割开来,人们更喜欢能直接计算出结果的算法,算理得不到重视。算理顾名思义就是计算的原理,是计算方法的来历。它凝聚着数学家研究的思维方法、推理过程、中国最古老的算筹学,具有严密的逻辑思维。还原算理其实是在间接地帮助学生来完成数学的研究过程,不容忽视。一、还原算理可以帮助学生形成空间思维能力比如,在两位数加一位数的教学中,有两种教法。旧课程直接给出计算方法,满十进一。新课程中让学生通过小棒的摆拼来学习两位数加一位数,如26+7=?26根小棒加7根小棒,学生通过把10根小棒扎成一捆的经历,形成了满十进一的概念。不难发现,旧课程中,学生对于满十进一,他们会像记忆符咒一样记忆,类似于记法规条文。数学是抽象的,这种方法它不利于指导生活实践。因此,在旧课程中,应用题一直
For a long time, dependent on the accompanying algorithms and algorithms are separated, people prefer to calculate the results of the algorithm directly, the arithmetic is not valued. As the name implies, the principle of calculation is the calculation principle. It is the origin of calculation method. It embodies the thinking methods mathematicians study, reasoning process, China’s oldest arithmetic, with a strict logical thinking. In fact, the reduction algorithm is to indirectly help students to complete the mathematical research process, can not be ignored. First, the reduction algorithm can help students form spatial thinking ability For example, in the double-digit plus one-digit teaching, there are two kinds of teaching. The old curriculum directly gives the calculation method, full of ten into one. The new curriculum allows students to put together a small stick to learn double-digit plus one number, such as 26 +7 =? 26 small stick plus 7 small stick, the students through the 10 small sticks into a bundle of experiences, Formed a concept of ten into one. Not difficult to find, in the old course, the students for ten one into one, they will remember the same memory spells, similar to the rule of law. Mathematics is abstract, this method is not conducive to guiding life practice. Therefore, in the old course, the problem has been