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一、背景介绍全面发挥数学的育人功能需要统筹兼顾过程与结果.但大量课堂观察发现,目前课堂教学普遍存在过程教学不到位的问题,特别是获得数学结果(或解决问题)的认知过程短暂(甚至不规范)和获得数学结果(或解决问题)之后的反思过程缺失,导致扼杀了学生的智慧和摧残了学生的个性,有悖于数学教育是以数学知识为资源和手段来育人的教育学立场.鉴于此,笔者选择浙教版《数学》八年级下册2.2节“一元二
First, the background introduction To give full play to mathematics education function needs to take all factors into account the process and results.But a large number of classroom observation found that the current classroom teaching process teaching is not generally in place, especially to obtain mathematical results (or solve the problem) cognitive process Short (or even non-standard) and mathematical results (or problem solving) after the lack of reflection process, resulting in strangling the wisdom of students and devastating the personality of students, contrary to mathematical education is based on mathematical knowledge as a resource and means to educate Of pedagogy position.In view of this, I choose Zhejiao version of ”mathematics“ eighth grade under the 2.2 ” one yuan two