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注重概念的生成过程,促进学生对概念的内化——以“弧度制”教学为例

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摘要 在“弧度制”教学中,牵强地引入学生没办法吸收的素材来完善教学中的导入环节,或者先给出概念再进行验证,都不利于学生对弧度制概念的理解.弧度制概念的教学应当以学生已有的知识经验为基础,通过问题和课堂活动引导学生参与概念的生成过程,从而促进学生将弧度制概念内化.
作者 郭森林
机构地区 福建经贸学校
出处 《数学学习与研究》 2021年第36期119-121,共3页
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