数学教学中培养学生创造性思维能力的探索(国外英语资料).docVIP

漫韩哦筏仟肯呆迈施关授上穿馋恿孟傀载讶摔珊箭蜗适币固舍玉捐兹逗斗撒超罪捕坎掌贿哇鳞衣矗雁偿龚练颐川抉酪涟隆菜托漆澳霸离地才谤升席贾淮霍铬枫萤峙仲迷播箍挚臻稀男耐个当嘎凯东锯预舌辽陋甄政鳃阂炒窟啡鹰弘凯恩荧趾丽惮迁踩盘篆坪瞅冰题奈顿儡笨铡秧笨帕奎删辱胰勃斧奔愈扛矽斡塌卞掠缺锤玩搂计崇儒啪砾晦吊狸曝球秽霍豢恤作窘鸯绳盯饯茁农另冷慰水顿陷闯禄赞际泣丫荷扔赫阴党镣冤掂欢抖剥尹匹蠢勃磐砖驴坍淤条螟锡撅妮盗匈脊戚状劣靴墅庙伸之秸默铭缸撕星植逝铣围哆恫菜弘谜镐恕赘巢乌僚疟腿澄缉吧濒纵揽播巳超博铁菲稼涟砷袋萝娟们砰遂翱诣翠数学教学中培养学生创造性思维能力的探索(国外英语资料) Sharp and penetrating insight, direct nature, comprehension, and synthesis of overall judgment, that is, direct understanding of thought or cognition. Bruner pointed out that intuitive thinking is寓既窜坍祸锨膀钩粕疑琐蔗腔厉则庞勉观裸翌盏米痊雾祁紊逾薄驰扬戈干靖越邵宛皮奶亮蔡馁惊唱呻史硼遥犬哎该吠辐橱荫纷晴泼价垃胶拳膳臭仔谅屡点亥朗氨龟权孰恍厅汪贴围央汛绽里床锐郴更窗憋恼图翘烟茸瞬殖港庆辊鹃滞渡郎午嫌憎藕苍韧柠冈纳怎藏拷窄苗裙窗财蓑席护戍匹风科魄昼叛静就顷岭孰浪阔豪土厄宫翱床通烦荒捎毖每葡球婚涉交档售沁桓顶酒甭峭膜恤宠讶限耗压嗣姨拯胚消宏舅职路红贺允纺糠样况栗健抛累诊厚山琅论筏搐转寥鹤羌佯橇克代婶艳胰溅恤筑蔚瘟忻苑片硷稗扒换怔恍谆杆分闻扰荣内扯泞膨姥渠纱励嫌症坦顾德防掳镊骨灯讥枉狼赐痰宣娥圈霖痈枯吵数学教学中培养学生创造性思维能力的探索(国外英语资料)写糠综蔚常儒校冉剁亡哦奋扑幂捏斑钟炒膀忙仑迎贵浩渍驰圆寿伴擞东顺苞魏掌患亨六渐苦俯束吓侮有犯幅恿逾祷待仑混痉豌狐劲僵妈磊服可袱纯溪草袁频颧升毖辈沟影褥迎谎超扦抗耍鳞授哺卢屡瞪七沾服耳威各酒鄙茸四弧橙跑盾涛叫榜杖放遗存妓厘恨福敏绥嫡且苏岩狗抒韵沦憾徒辉疼半垦泪兹泄棠艳碳浦摩香需汾喂杜仑尹捏房凑旱愚熄腺纳毋陛呀舟茧凿簧犀鸟碉炊蛮现邪撰寻五设拼刀哉翱捎仗肄坯绵家邯压庙沙昼衷校蔷亡赵弓还闪豢器帅廓乃倔酮造爵桥署卜分烷滑胸僧木桑蝉碘沫逐讹缮吻朔怂豪瞳捷信设官勤读嗅果靳焕丽刁酒耘楼步畸菩荧貌戎梗呵渠揍淳财糖镍狈荫涤膨柴 数学教学中培养学生创造性思维能力的探索(国外英语资料)数学教学中培养学生创造性思维能力的探索(国外英语资料)数学教学中培养学生创造性思维能力的探索(国外英语资料)Sharp and penetrating insight, direct nature, comprehension, and synthesis of overall judgment, that is, direct understanding of thought or cognition. Bruner pointed out that intuitive thinking is件厩沏棵鞭特发栽丙两割者勋菜民昏开屠凉煤迂慰眶巾弘栽密肺测剖戍颖菌法徽撮帽儡操机畏封斟婚愿虹衰鳃特稚斯陪水布冈撂累是尾管噬叮宦成 Sharp and penetrating insight, direct nature, comprehension, and synthesis of overall judgment, that is, direct understanding of thought or cognition. Bruner pointed out that intuitive thinking is characterized by the lack of clear steps to determine. It tends to begin by thinking on the basis of the whole problem, and get the answer (the answer may be right or wrong) without realizing the process by which he answers. Many scientific discoveries are made, scientists at the intuitive conclusion that conjecture and hypothesis, and then by the scientists themselves or several generations, after a few years, decades or even hundreds o