Secondary analysis of mathematical thinking and teaching experience[精品].doc

Secondary analysis of mathematical thinking and teaching experience 1. Teaching mathematical thinking psychological sense “Whatever we choose what subjects to teach, be sure to enable students to understand the basic structure of the discipline.” Refers to the basic structure of the so-called “basic, unified point of view, or a general, fundamental principles.” “Learning structure is to learn how things are interrelated. “mathematical ideas and methods for the general principles of mathematics an important part. The following from the basic structure doctrine in terms of mathematical thinking, teaching methods have an important significance. First. “Understand the basic principles of making the subject easier to understand.” Psychology, believes that “The concept of cognitive structure in the Central Plains and some packages and general level of intake higher than the learning of new knowledge, new knowledge and old knowledge, which posed such a generic relationship can be called under-relations, this study it as the next bit to learn. “when students master a number of mathematical ideas, methods, and to go study the relevant mathematical knowledge, it is under-studied. Under the knowledge-learning “has sufficient stability, conducive to a new study firmly fixed meaning,” even if the new knowledge can be more smoothly integrated into existing cognitive structures of students to go. Students learn the mathematical ideas and methods will be able to better understand and master the mathematical content. The second is conducive to memory. Unless the one thing well into the structure of the model, otherwise you will soon forget. The purpose of the basic principles of learning, it is to ensure that all memory loss is not lost, and what legacy will we needed to put an idea up the matter again. The theory is not only wise to understand the phenomenon is now a tool, but also a tomorrow to remember that the phenomenon of tools. Thus, the mathem