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本文从教材知识形成的思维过程、教材知识的存在背景、教材中的数学思想方法、教材习题的内在潜能四个方面,就高中数学教材资源的开发与利用作了初步探索。笔者认为,在教学中,教师要努力挖掘教材知识形成的思维过程,即提出问题的思维过程和问题解决的思维过程,从而激起学生的求知欲;注意把握数学知识的物质载体,让学生身临其境;揭示教材中数学思想方法的存在和运用的情形,通过渗透、激活和展示数学思想方法,引导学生实现认识的飞跃;挖掘教材习题的内在潜能价值,拓宽学生的思维。
This article explores the development and utilization of mathematics textbooks in senior high school from four aspects: the thinking process of textbook knowledge formation, the existing background of textbook knowledge, the mathematical thinking methods in textbooks and the inherent potential of textbook exercises. The author believes that in teaching, teachers should strive to tap the thinking process of the formation of textbook knowledge, that is, put forward the thinking process of thinking and problem solving thinking process, so as to arouse students’ curiosity; pay attention to grasp the material carrier of mathematical knowledge, so that students Revealing the existence and application of mathematical thinking methods in teaching materials, guiding and guiding leaps and bounds in students ’learning through infiltration, activation and demonstration of mathematical thinking and methods; tapping the intrinsic potential value of textbook exercises and broadening students’ thinking.