guess in mathematics teaching and creative spirit（想在数学教学和创新精神）.docVIP

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2017-09-06 发布于浙江
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guess in mathematics teaching and creative spirit（想在数学教学和创新精神）.doc

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guess in mathematics teaching and creative spirit（想在数学教学和创新精神）

Guess in mathematics teaching and creative spirit Journal of Mathematics Curriculum Standards gt;gt; that: mathematics learning should help students take the initiative to observe, experiment, speculation, reasoning and exchange of mathematical activities. Guess is a creative way of thinking. Conjecture, in the Primary Mathematics stimulate students ‘interest, mobilize the enthusiasm of students’ learning, so that memory comprehension, analysis of the judgment and other intelligence factors into full play, so the thinking activity is the most active and most active state. Primary Mathematics Teaching guess one of the ways of developing students ‘personality, cultivating students’ innovative spirit is an effective method, the use of conjecture given daily teaching, it is to guide students to master the scientific method to develop good habits, enhance creativity. in peacetime teaching practice, how to guide students to guess, cultivating students’ innovative spirit, and would like to talk about their methods and experience. The introduction of knowledge points a guess, the flexible exchange perspective, in order to identify the problem-solving strategies Teaching lt;lt; I count the double-digit addition and subtraction gt;gt; the blackboard topic asked students: “after seeing this topic, you want to know what the problem?” Students claimed him as: “want to know what port operator method is simple, there are several method? “So under the guidance of teachers, prompting students to actively seek simple answers to the mouth of computational problems, ways. Another example: When students see the number of boys is 3/4 of the number of girls, from different angles, you can think of: the number of boys is 3/7 of the class number, the number of girls is 4/7 of the class number, the number of girls The number of boys 4/3, the number of girls than boys in the number of 1/3 ...... the number of boys and girls than the number of 3:4, the number of boys and three