| 也谈数学课的结构艺术 |
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| 引用本文： | 江瑛,吴亚芬.也谈数学课的结构艺术[J].无锡商业职业技术学院学报,2003,3(3):49-50. |
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| 作者姓名： | 江瑛 吴亚芬 |
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| 作者单位： | 1. 温州市实验中学,浙江,温州,325000
2. 吴江教师进修学校,江苏,吴江,215200 |
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| 摘 要： | 数学理论的高度抽象性和概括性,使得数学课有别于其它学科的形象生动、活泼。若要再现数学的魅力,让学生钟情数学,教师在课前必须对课堂结构加以精心准备,文章就数学课的结构在展与收、讲与练、言与行三方面的关系加以系统分析,以期再现数学课的艺术特质。
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| 关 键 词： | 数学课 展与收 讲与练 言与行 |
| 文章编号： | 1671-4806(2003)03-049-02 |
| 修稿时间： | 2002年11月25 |
On the Arts of Mathematics Teaching |
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| JIANG Ying,WU Ya-fen.On the Arts of Mathematics Teaching[J].Journal of Vocational Institute of Commercial Technology,2003,3(3):49-50. |
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| Authors: | JIANG Ying WU Ya-fen |
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| Abstract: | Mathematics teaching is different from the teaching of other subjects in the aspect of liveliness, vividness, and activeness for mathematics theories are both general and abstract. To attract students and to present the charms of mathematics a teacher has to make good preparation of his classroom structures, that is , his teaching procedures. This paper discusses three pairs of counterparts: presentation vs. summery; explanation vs. exercise; teacher's language vs. his body language. |
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| Keywords: | mathematics teaching structures presentation vs summery explanation vs exercise teacher's language vs his body language |
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