摘要
极限教学研究方法众多,内容广泛.从极限发展历程中寻找规律、指导教学不仅是HPM的重要内容,也是一种新的尝试.极限发展历史表明:数学家对极限的认识并不是一步到位的,而是一个曲折的、渐进的过程.学生在极限学习中所面临的困惑正是历史上数学家们所经历的"遭遇",由此证实了大数学家M.克莱因的论断:"历史是教学的指南",也启示我们:极限教学要遵循认识规律,从学生的数学"现实"出发,让学生经历"胚胎式发展"的过程.
Research methods concerning limit concept teaching are plentiful and rich in content. The discovery of laws in the development history of the limit concept and using it as the teaching guidance is not only an important part of HPM but also an innovative attempt. The history of the limit concept development shows that mathematicians＇ knowing about limit is not at all a straight, but a gradual tortuous process. The setbacks and puzzles that students encounter in the learning of limit are just what the mathematicans in history had experienced, which confirms what M. Klein, the great mathmatieian, had once pointed out： history is the guide for teaching. And it also dawns on us that the teaching of limit should abide by the law governing cognition and must be based on students＇ mathematical level thus to promote a developing process like the growth of embryo in students.
出处
《内江师范学院学报》
2011年第2期78-80,87,共4页
Journal of Neijiang Normal University
关键词
极限
ε-N(δ)定义
微积分
limit
concept of limit
ε-N（δ） definition
calculus
