初中数学概念教学的现状（The present situation of junior high school mathematics concept teaching）.docVIP

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初中数学概念教学的现状（The present situation of junior high school mathematics concept teaching）.doc

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初中数学概念教学的现状（The present situation of junior high school mathematics concept teaching）

初中数学概念教学的现状（The present situation of junior high school mathematics concept teaching） The present situation and countermeasure analysis of concept teaching in junior high school mathematics teaching Reporter: middle school math... Source: site original hits: 83 update time: 2011-9-11 8:08:13 Abstract: concept teaching is not only the foundation of junior high school mathematics study, but also one of the most important parts of junior high school mathematics teaching. Therefore, paying attention to concept teaching has become the key to improve the quality of mathematics teaching. Through the preliminary analysis of the current situation of the concept teaching in junior high school mathematics teaching, this paper puts forward some countermeasures to improve the concept teaching. Mathematical concepts, concepts, essential concepts, teaching contents and extensions Junior high school mathematics teaching material contains a large number of mathematical concepts, it is the foundation of the establishment of mathematical knowledge structure. The purpose of concept teaching is to enable students to understand concepts and memory concepts in depth, and to flexibly apply concepts to solve practical problems, so as to improve junior students mathematical ability. However, in the actual teaching there are still some problems can not be ignored, the situation of the concept of teaching is not optimistic, so only to perfect the concept of teaching, can effectively improve the quality of teaching concept. I. The present situation of concept teaching in junior high school mathematics teaching (1) re concept memory, light concept understanding; In practical teaching, teachers often ignore the guidance of students transition from intuitive perceptual knowledge to abstract thinking, which leads to passive acceptance of concepts and conclusion or definition of rote learning. This is not conducive to the students to understand the nature of mathematical concepts, can only be applie