On the migration of thought in high school mathematics teaching15139

1、on the migration of thought in high school mathematics teaching abstract: the purpose of mathematics education is to enable students to firmly grasp the basic knowledge, basic skills and developing abilities of students. from this sense, mathematics education, their goal is to pursue a study on anot

2、her role in promoting learning . therefore, research in mathematics teaching in migration issues, has a special and profound significance. based on this, the migration between the old and new knowledge from the life of the knowledge and mathematical knowledge transfer between the positive and negati

3、ve transfer to the migration conversion and other ideological perspective of the migration in high school mathematics teaching path. keywords: migration thoughts, high school mathematics teaching, application between high school mathematics knowledge is interrelated, the teaching of new knowledge de

4、pends on the old knowledge on the subject. students to acquire knowledge of the process is the process of migration phenomenon, the teacher to impart knowledge of the process is the process of migration phenomenon. therefore, in high school mathematics migration of education to establish the teachin

5、g point of view, helping students master the cognitive structure of mathematics, to deepen understanding of knowledge, skill formation to accelerate and improve the generalization and development of mathematics has a very special significance. based on this, i combed his some experience teaching, wa

6、nt peer correction. first, the rational organization of teaching activities to enhance the migration of old and new knowledge students to acquire knowledge of the process is the process of migration phenomenon, the teacher to impart knowledge of the process is the process of migration phenomenon. in

7、 high school mathematics in the learning process, play a major role in the way of intellectual activity is observed, comprehensive analysis, abstraction, comparison, formal and specific. as in "function" concept of learning is the relationship between variables from the junior to the corre

8、sponding relationship between the number of sets to understand the study. from "the same elements, said," two similar impact on learning content easily , of which learning content is the similarity between the learning activities, an important aspect of similarity. if the students can make

9、 a general knowledge of the old and new, to find the links between them, then we can achieve learning versa. therefore, to enhance the link between old and new knowledge (common elements) are the basic requirements of migration. therefore, teachers in mathematics teaching should be rational organiza

10、tion of teaching activities, teaching should pay attention to every aspect of the link old and new knowledge, the teacher all the time should take into account prior knowledge of students, take full advantage of features already have the knowledge to learn new knowledge, promote positive transfer to

11、 achieve. because the key is to produce learners migration activities summarized in the two common principles between them in order to improve quality of learning, to move forward now, teachers should select those stimulus intensity, with a typical, examples of novelty, and guide students to conduct

12、 in-depth and careful observation, scientific abstract and general, to avoid unessential properties have been strengthened, prevent negative transfer forward, teachers should guide students in a timely manner to accurately distinguish between old and new concepts, differentiation, to form a good und

13、erstanding of the structure. for example, during the three-dimensional geometry of "space angle," the concept of teaching to the destination can review old knowledge required, so that students, "recalling the tragic", induced association, resulting in migration. explained as foll

14、ows: 1. ?1?: if we've learned about "corner" concept? please recall the definition of angles. 2. lenovo: we will learn the "space angle" and has learned there is no contact between the corner? we know that three-dimensional geometry is an important idea is to go for the flat

15、space of the problem to solve, then we can use has learned to study the concept of angle "space angle" mean? through this association, the direction of solving the problem, ideas have been more clearly. 3. summary: for the coplanar lines into a corner, through the translation of the inters

16、ecting lines are classified as angular, defined by the isometric theorems ensure the rational and the arbitrary choice of space one o'clock, and then compare merit, the space was normally optional in the among the two coplanar lines on a special position. thus, not only between old and new knowl

17、edge reveals the close ties within, and develop creative thinking ability of students. thus, for the line side of the dihedral angle into the problem will "tell", "analogy" to "migration" of. second, the use of the knowledge of life, migration, knowledge of mathematics

18、mathematics is also a culture, an art, from life, to the life to go, a lot of mathematical concepts and theorems can find it in real life source, if we as teachers can see this, and attention to this that the use of migration theory, the move to reflect the life of mathematics in mathematics teachin

19、g, we have the mathematics classroom will be colorful. then teaching how to implement them? i think we can start from the following aspects: 1. living language transfer the formation of mathematical concepts mathematics comes from life, number of mathematical concepts to the language from our lives,

20、 as long as we refined a little, you can use the language of living life to interpret the students that abstract mathematical concepts, so that our students feel that mathematics is no longer strange feeling to achieve favorable migration of students. for example, speaking of the function, the autho

21、r introduced the teaching is so, from the life of letters, letters, culverts departure, we will let the students understand the very image: the best of mathematics important, has also been artificially considered the most abstract and daunting to most students of the function concept, in fact, most

22、of them can understand the students, letters and letters with communication and as a people, units and relationships between units, on both sides of the culvert is to communicate road relations, then our function is to communicate the meaning of numbers and number relations. in short, the function i

23、s the relationship between number and number. this concept of teaching although distorted the meaning of the original, but closer to the students and mathematics distance. 2. the truth of life move into a mathematical truth gold compiled by the former soviet union, mao's book, a mathematician &l

24、t;<no mathematical formula>>, in which he put a lot of mathematical reasoning with the logic of life easy to understand instructions given, so that people do not need the formula, do not rigorous mathematical proof as to understand, but also a direct perception of mathematics, although the

25、precise characteristics of the nature of mathematics, but we can not just for this feature, put the mathematics students outside the gate refused. in fact, students in the mathematics enthusiasm, he himself would strict up. based on the above experience, we can also live the truth of migration into

26、a mathematical sense. for example, the author is very easy to use dominoes to the students made it clear that the principle of mathematical induction, in particular, many of the students do not understand mathematical induction: we want to permit the proposition on the establishment of n, we can ass

27、ume why the statement is true when n = k it? author speak to students in the domino game, we put two adjacent gracefully, before one can fall under a zadao if only to guarantee to another, we are not talking to down before the one (equivalent to n = k we are not saying when the proposition to set up

28、), the former one is not quite 'd not pulled down by the more you push the domino in front of the decision. students are very easy to understand the truth of mathematical induction. reposted elsewhere in the research papers download http:/ 3. life into the phenomenon of migration mathematical kn

29、owledge the phenomenon of life has been able to migrate into the mathematical knowledge, because many of the phenomena of life is the object of mathematics to study, live life phenomenon is a source of mathematical knowledge. as long as we can refine and guide them, students can complete the migrati

30、on process. such as set theory, we can say the nature of the elements in the collection: the people in our class is to determine, for any one person, or belongs to our class, or do not belong to our class, which is a collection of elements in each sex we regularly exchange position, our class was un

31、changed in this group, that is, unordered collection of elements, any two people in our class is different, that is, each element of the set opposite sex. third, the well-organized practice, prompting students to comprehend by analogy transfer of the process of learning and mastering knowledge is wi

32、despread, the main purpose of knowledge will learn the use of knowledge to solve problems, then, in teaching, teachers using appropriate teaching methods to maximize the amount of student transfer of knowledge. in general, teachers from the students familiar, have knowledge experience, inspire stude

33、nts to think, to encourage students to find the problem to be solved with existing experience of similarity, as far as possible to find a class of problems in the solution of the commonality used to solve the problem. therefore, teachers in imparting knowledge to practice after a careful organizatio

34、n, by analogy to encourage students to help students summarize, sum up experience, enhance the effect of migration. for example, in the end teaches important inequalities "a + b> = 2 (a> 0, b> 0 ) "after the content of new courses that students can better grasp the essence of this

35、 inequality:" a is equal to two three-set ", can be designed to practice the following thematic groups: 1.x <0, the proof: x +1 / x ? -2, 2.x ? 0, the proof: | x +1 / x |> = 2, 3.a> 0, b> 0, c> 0, the confirmation: (b + c) / a + (a + c) / b + (a + b) / c> = 6 this group o

36、n the issue of identity in the solution should be reflected in the use of basic inequality "a + b> = 2 (a> 0, b> 0)", then we should inspire students, summarize the topic in common, flexibility in the basic inequality "a + b> = 2 (a> 0, b> 0)" transfer of knowledge to the problem, to solve problems, develop problem-solving ability. in short, as teachers, we are teaching activities director, i keep reminding myself, never l