Interest in mathematics teaching from the start to improve the efficiency of-毕业论文翻译.docVIP

Interest in mathematics teaching from the start to improve the efficiency of-毕业论文翻译.doc

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Interest in mathematics teaching from the start to improve the efficiency of-毕业论文翻译

Interest in mathematics teaching from the start to improve the efficiency of [Abstract] because of its high degree of mathematical abstraction, rigorous logic, the conclusions of the extensive application of deterministic and other characteristics, determines the difficulty of mathematics teaching, the students have often afraid of difficulties. Psychological research shows that interest is affected students a direct positive psychological factors on student learning plays a huge role in promoting and internal displacement. mathematics teaching in the success or failure depends largely on the ability to inspire student interest in learning mathematics. [Keywords:] interest in teaching mathematics Psychology tells us that “interest” is not born, it is a complex acquired personality, is the object of a conscious person, positive, passionate about the cognitive tendencies. Students narrow the scope of life and knowledge experience of poor, initially only for the learning process, interest in learning outside activities, with the wealth of knowledge and experience, they start learning and independent thinking are interested in the content. With age, interests are never selected, broad, gradually begin to differentiate, have a choice. from the experiential knowledge of specific facts and the relevant interest to the progressive cause and effect relationship between the abstract interest in enhanced conversion of knowledge. In teaching, teachers should take students interested in the formation, development, characteristics, culture and induced student interest in learning, improve teaching efficiency. In the usual teaching, I did some preliminary attempts, are summarized as follows. First, the new lesson to import, to stimulate interest in learning Bruner believes that “the best stimulus to learn, but interest in the material.” Thus, in mathematics teaching, teaching materials are selected from the popular and vivid examples, by way of age charac

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