中学数学概念教学的反例探究  

Exploration on Counterexamples of Mathematics Concept Teaching in Middle Schools

作　　者：双鹂[1] 詹钰 SHUANG Li;ZHAN Yu(College of Mathematics and Computer Science,Shangrao Normal University,Shangrao 334000,Jiangxi,China;Shangrao Middle School,Shangrao 334000,Jiangxi,China)

机构地区：[1]上饶师范学院数学与计算机科学学院,江西上饶334000 [2]上饶中学,江西上饶334000

出　　处：《韶关学院学报》2019年第8期105-108,共4页Journal of Shaoguan University

基　　金：江西省基础教育研究专项课题“核心素养为导向的中学生数学探究能力培养研究”(SZSYSX2018-918);江西省教育科学“十三五”规划课题“数学核心素养生成机制研究”(17YB205)

摘　　要：概念是思维的土壤,概念的掌握与理解是数学学习成败的关键,是提升学生数学核心素养的助推器。中学数学概念教学中,反例起着相当重要的作用。应用反例能凸显概念的本质属性、有效防止概念的负迁移、深透剖析概念间的关系、提升概念应用的效能,达到提升学生核心素养的目标。Concepts are the soil of thinking.The mastery and understanding of concepts are not only the key to success of mathematics learning,but also the booster to improve students’cultivation of key competencies.Counterexamples play an important role in the teaching of mathematical concepts in middle schools.The application of counterexamples can highlight the essential attributes of concepts,effectively prevent the negative transfer of concepts,deeply analyze the relationship between concepts,and enhance the effectiveness of concept application,to achieve the goal of developing students’ core quality.

关 键 词：中学数学 概念 反例 教学 

分 类 号：G633.6[文化科学—教育学]