初中数学概念教学模式浅探

发布时间：2018-03-13 21:13

本文选题：初中数学　切入点：概念形成模式　出处：《科教文汇(下旬刊)》2017年04期 　论文类型：期刊论文

【摘要】：数学概念是数学知识组成的基本元素,也是数学知识学习的逻辑的出发点。初中阶段的学生处于生理与心理发生急剧变化的阶段,情绪不够稳定,知识的经验与积累也是有限的,而初中数学概念的教学正是在这样的时期逐渐渗透的,所以出现教师难教,学生难学的局面也是正常的。然而数学概念的建立是解决数学问题的前提,所以概念的教学在数学学科里有非常重要的作用,为学生顺利解决数学问题提供了保障。作为一线数学教师经过多年的教学以及浅显的理论知识的涉猎,对概念的教学有了些不成熟的理解与方式,本文将以实际的教学设计初步地阐述初中数学概念的模式:概念形成模式、概念同化模式、问题引申模式。
[Abstract]:Mathematical concept is the basic element of mathematical knowledge composition and the starting point of logic of mathematical knowledge learning. Students in junior middle school are in the stage of dramatic changes in physiology and psychology, and their emotions are not stable enough. The experience and accumulation of knowledge is also limited, and the teaching of mathematical concepts in junior high schools is gradually infiltrating at such a time, so it is difficult for teachers to teach. It is also normal for students to be difficult to learn. However, the establishment of mathematical concepts is the prerequisite for solving mathematical problems, so the teaching of concepts plays a very important role in mathematics. As a first-line mathematics teacher after many years of teaching and simple theoretical knowledge dabbling in, the concept of teaching has some immature understanding and ways. Based on the actual teaching design, this paper will preliminarily expound the conceptual model of junior high school mathematics: conceptual formation model, conceptual assimilation model and problem extension model.
【作者单位】：安徽师范大学数学计算机科学学院;
【分类号】：G633.6

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