摘要
在探究数学问题解决时,解题主体通过选择使用某个范畴性框架赋予外在数学化信息以意义,获得思路.对于一类问题,“对称美”审美意向所萌生的心理内驱力,形成了探究解题思路的维持与不断展开的思维动力.数学教师在教学设计及其课堂实施时,力求启发学生萌生审美意向,形成探究解题思路的过程.主要以“不等号”或“分数线”等这些提示数式结构“对称性”信号的例子说明之.
When probing into the solution of mathematics problems,the subject solving a problem tends to find a categorical framework to give meaning to the external mathematical information and obtain ideas.For one class of problems,the psychological drive generated from the aesthetic intent of“symmetry beauty”forms the motivation for the sustaining and continuous development of the idea of problem-solving.In the teaching design and classroom implementation of mathematics teaching,the teacher shall strive to inspire students'aesthetic intent and help promote their formation of inquisitive problem-solving process.Prompt symbols like the“inequality symbol”or“fraction line”,as the usual signs indicating the“symmetry”of the numerical structure,are used as the demo examples in our study.
作者
张昆
罗增儒
ZHANG Kun;LUO Zengru(School of Mathematics Science,Huaibei Normal University,Huaibei,Anhui 235000,China;School of Mathematics and Information,Shaanxi Normal University,Xi’an,Shaanxi 710061,China)
出处
《内江师范学院学报》
CAS
2021年第4期14-19,共6页
Journal of Neijiang Normal University
关键词
不等式证明
审美意向
“对称美”
教学设计
proof of inequality
aesthetic intention
“symmetrical beauty”
teaching design
