课堂教学回归“数学化”的讨论和分析——以高中“数学归纳法”的教学为例  

Discussion And Analysis of Return To “Mathematization” in Class Teaching

作　　者：马茂年[1] 俞昕[2] 

机构地区：[1]浙江省杭州市第十四中学,浙江杭州310006 [2]浙江省湖州市第二中学,浙江湖州313000

出　　处：《数学教育学报》2013年第3期80-85,共6页Journal of Mathematics Education

基　　金：全国教育科学规划课题——基础教育不同学段衔接学习能力培养研究(FHB120510)

摘　　要：针对目前高中数学课堂（尤其是公开课）存在缺乏＂数学化＂的现象,以＂数学归纳法＂的教学为例,通过对数学归纳法理论的解读、对数学归纳法教学的解读,呼吁高中数学课堂应该回归＂数学化＂的课堂教学,要让数学课堂凸显＂数学味＂,让学生在数学课堂上品味＂数学味＂,让数学课堂真正成为提升学生数学思维的演练场.At present,there exists in high school math teaching class（particularly in demonstration teaching class） the phenomena of lacking mathematization.Aimed at this phenomena,the writers of this paper,taking ＂mathematical induction＂ as the example,through the analysis of the theory of ＂mathematical induction＂ and the explanation of ＂mathematical induction＂ teaching,appeal to the return of mathematization teaching in class in order to enhance the students’ math interest in class and to make the classroom become the demonstration site for the students,which can stimulate the students’ math thinking.

关 键 词：数学归纳法 数学化 课堂教学 课堂规范 

分 类 号：G421[文化科学—课程与教学论]