| 对理解性数学教学的认识 |
| |
| 引用本文： | 马俊青. 对理解性数学教学的认识[J]. 咸阳师范学院学报, 2005, 20(2): 78-80 |
| |
| 作者姓名： | 马俊青 |
| |
| 作者单位： | 咸阳师范学院,数学系,陕西,咸阳,712000 |
| |
| 摘 要： | 理解性数学教学,就是要在数学教育中,以理解为目的,在数学对象的知识性、科学性、文化性等角色上,去理解数学,理解数学教育。在宽泛理解数学的基础上,构建数学教育教学主体性与主体间的统一,达到理解和相互理解,挖掘数学教育的真正价值,实现数学教育的多种可能性。
|
| 关 键 词： | 理解 特征 数学教学 |
| 文章编号： | 1672-2914(2005)02-0078-03 |
| 修稿时间： | 2004-10-18 |
Cognition on Understanding Math Teaching |
| |
| MA Jun-qing. Cognition on Understanding Math Teaching[J]. Journal of Xianyang Normal University, 2005, 20(2): 78-80 |
| |
| Authors: | MA Jun-qing |
| |
| Abstract: | Understanding math teaching is to understand math and math education from its objects' knowledge feature, scientific feature, cultural feature and so on. On the basis of wide range understanding math, this paper constructed the unity between teaching roles and main contents in order to reach mutual understanding, and meanwhile this paper also dug out the true values of math teaching to realize its many teaching possibilities. |
| |
| Keywords: | understanding characteristic math teaching |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
