解读名师之“文化数学”教育——以重庆名师“李洪兵”为例
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摘要
为研究名师的专业经验,以李洪兵老师为例,提出"文化数学"教育观念。将人类、社会文化作为切入点融入数学中以消除数学的枯燥感。同时探讨出实施该教育理念可行的几种措施,帮助广大教师在教学中更好的培养学生对数学的兴趣和了解数学的文化价值。
In order to study the professional teaching experience of famous teachers, the article uses Li Hongbing as an example to put forward the concept of "cultural mathematics", combining humanities with social culture so as to eliminate the boring feeling of math. At the same time, several feasible measures come up so as to help math teachers cultivate students' interests toward math learning and understand the cultural values of math.
In order to study the professional teaching experience of famous teachers, the article uses Li Hongbing as an example to put forward the concept of "cultural mathematics", combining humanities with social culture so as to eliminate the boring feeling of math. At the same time, several feasible measures come up so as to help math teachers cultivate students' interests toward math learning and understand the cultural values of math.
引文
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[4]吕林海. 文化视角下数学课程的探析与构建——以“对称”为主题的课程与教学设计及其初期实验进展[J]. 全球教育展望,2004,33(05):42～45.
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[6]刘璇. 创设生动学习情境激发学生探究兴趣[J]. 中国教育学刊,2016,(S2):73～74.
[2]席雁冰. 浅谈初中数学“二元一次方程组”的教学实践与思考[J]. 考试周刊,2018,(35):68～70.
[3]郭志红. 初中生因式分解学习情况的调查与研究[D].石家庄:河北师范大学,2016.
[4]吕林海. 文化视角下数学课程的探析与构建——以“对称”为主题的课程与教学设计及其初期实验进展[J]. 全球教育展望,2004,33(05):42～45.
[5]冉光华. 文化视角下数学课堂教学改革的教学理念与教学方法[J]. 语数外学习(英语教育):2013,(S1):15～17.
[6]刘璇. 创设生动学习情境激发学生探究兴趣[J]. 中国教育学刊,2016,(S2):73～74.