发现法与数学教学  

Discovery Methodology and Mathematics Teaching

作　　者：刘璐 

机构地区：[1]北华大学数学与统计学院,吉林 吉林

出　　处：《教育进展》2024年第9期231-236,共6页Advances in Education

摘　　要：数学发现是一个有意义的过程,它是指教师不直接把现成的知识传授给学生,而是引导学生根据教师和教材提供的课题,资料让学生积极思考,独立探究,自行发现并掌握相应原理和理论的一种教学方法。数学发现的研究意义和价值,主要是指它在教学实践中发挥着重要作用,尤其对数学内容辩证性质的探讨,更有利于进一步认识数学本质。本文将以教育心理学为基础阐述发现法及其在数学教学中的应用。Mathematics discovery is a meaningful process. It refers to a teaching method in which teachers do not directly pass on ready-made knowledge to students, but guide students to actively think, independently explore, discover and master corresponding principles and theories according to the topics and materials provided by teachers and textbooks. The research significance and value of mathematical discovery mainly refers to its important role in teaching practice, especially the discussion on the dialectical nature of mathematical content, which is more conducive to further understanding the essence of mathematics. This paper will explain the discovery method and its application in mathematics teaching on the basis of educational psychology.

关 键 词：尝试法 数学发现 数学教学 

分 类 号：G63[文化科学—教育学]