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数学是一门培养人的思维、发展人的思维的重要学科。因此,在教学中,不仅要使学生“知其然”而且要使学生“知其所以然”。在以学生为主体,教师为主导的原则下,要充分揭示获取知识和方法的思维过程。以便学生能举一反三,触类旁通,左右逢源。笔者以为,课例之所以会出现两点异议(“公式一的得出不太自然”“最后的拓展提升有待商榷”)与设计者没有站在公式系统的角度来考虑有关,现提出来供大家参考。
Mathematics is an important subject that cultivates people’s thinking and develops people’s thinking. Therefore, in teaching, not only to make students “know it” but also to enable students to “know why it is.” Under the principle of taking students as the main body and teachers as the leading body, we must fully reveal the thinking process of acquiring knowledge and methods. So that students can learn from each other, by analogy, both ways. The author believes that the reason why there will be two cases of case objections ( “Formula one derived not natural ” “The final expansion to be open to question ”) and the designer did not stand in the formula system point of view to consider, Now presented for your reference.