| 数列极限教学的再探讨 |
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| 引用本文： | 杜炜. 数列极限教学的再探讨[J]. 河南广播电视大学学报, 2003, 16(2): 60-61 |
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| 作者姓名： | 杜炜 |
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| 作者单位： | 濮阳广播电视大学,河南,濮阳,457000 |
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| 摘 要： | “启动-驱动-深化-延伸”思维的过程，是学生认知极限过程的基本轨线。以“悖论”启动思维，以“模型”驱动思维。以“倒起”深化思维，以“美感”延伸思维，是引导学生从感性到理性认识极限的有效方法。
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| 关 键 词： | 数列 极限 教学 思维 “模型” |
| 文章编号： | 1671-2862(2003)02-60-02 |
| 修稿时间： | 2002-10-20 |
Going Further into Sequence Limit Teaching |
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| DU Wei. Going Further into Sequence Limit Teaching[J]. Journal of Henan Radio & TV University, 2003, 16(2): 60-61 |
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| Authors: | DU Wei |
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| Abstract: | The course of thought, Starting-Driving-Deepening-Extending is the basic orbit line of learning. Starting thought with contrary theory, driving thought with model, deepening thought with example and extending thought with aesthetic feeling is an effective method to guide students to understand limit from perceptual knowledge to rational knowledge. |
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| Keywords: | sequence limit thought |
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