数学建模思想方法融入数学课堂教学的实践与认识  

PRACTICE AND UNDERSTANDING OF MATHEMATICAL MODELING THINKING INTO MATHEMATICS TEACHING

作　　者：王丹华[1] 朱景文[1] 杨海文[1] 刘诗焕[1] 

机构地区：[1]井冈山大学数理学院,江西吉安343009

出　　处：《井冈山大学学报（自然科学版）》2010年第2期120-125,共6页Journal of Jinggangshan University (Natural Science)

基　　金：江西省教育厅教学改革项目(JXJG-07-14-17)

摘　　要：数学建模思想方法融入数学课堂教学应"在数学知识发生过程中适时渗透、在数学知识应用中加以示范、在数学知识交汇处注重揭示、在‘做数学’过程中切身体验"。融入时应注意:增强融入意识,明确主旨;化整为零、适时融入;化隐为显、循序渐进;激发情趣。Using mathematical modeling thinking in the classroom teaching of mathematics should be done as follows： a timely infiltration in the occurred process of mathematical knowledge, demonstrations in the application of mathematical knowledge, be focus on revealing at the intersection of mathematics knowledge, personal experience in the process of ＂doing mathematics＂. In the integration, we should pay attention to： enhanced integration of awareness, made clearly purport, broke up the whole into parts, introjected timely, converted from implicitness into explicitness, step by step; stimulated temperament and interest, expanded moderately.

关 键 词：数学建模 数学建模思想方法 数学课堂教学 

分 类 号：G424.21[文化科学—课程与教学论]