Issues into the life of mathematical problem-solving skills training-毕业论文翻译.docVIP

Issues into the life of mathematical problem-solving skills training I think the primary mathematics teaching in the past, our teachers, too much emphasis on the teaching of mathematical knowledge, but little attention to these mathematical knowledge and students, what real-life contact. Students learn the mathematical knowledge, but will not solve the practical problems related to, resulting in application of knowledge, learning and knowledge out of touch, feel the fun and the role of learning mathematics. This is for students in practice, innovation and problem-solving ability is very unfavorable. The new outline clearly pointed out: ‘attention should be paid from the student life experience and existing knowledge and understanding of mathematics and mathematics learning. ‘This requires that we teachers should combine student life experiences and existing knowledge to design full of fun and meaningful activities, the creation of good teaching situations so that students experience the practical side mathematics, use mathematics to solve practical problems in daily life , which will feel a sense of mathematics, students have enhanced the application of mathematical knowledge and awareness of independent innovation, to develop students problem-solving abilities. A, mathematics knowledge and skills to people’s lives Mathematical knowledge and skills training in ‘daily life’ to train and focus on the purpose of application, instead of learning so that test, training material should be as much as possible in their daily lives. If the three-grade teaching ‘scores preliminary understanding’, I arranged such a game: the students assigned to each finger, said the number of moon cakes. And carefully listening to the teacher asked, and then to do. If there are four moon cakes, with an average points to small-ming and red, please use your fingers the number of each person assigned to the moon, said the number of students will soon extend two fingers. Teachers went on to sa