高中“数学情境与提出问题”的教学实践——“归纳—猜想—证明”教学案例

Teaching Case of Conclude—Guess—Prove

“数学情境与提出问题”教学模式强调创设激发学生思维火花的情境,师生和谐于一体,并围绕相关问题而探索,集思广益,共同提高.具体到讲授“归纳—猜想—证明”一课,可从讲述著名的哥德巴赫猜想的产生与发展历程引入,给学生以探索求真的感染力,同时揭示从特殊到一般的探索真理的思想方法及意义.适时提出探索性问题,让学生学习和体会数学归纳法在探索性问题求解中的运用,体会“归纳—猜想—证明”这一认识事物重要方法的意义.

From the produce of Goldbachs conjecture, the students perceive that the thought way of from peculiar to general was useful, study the application of mathematical induction, understand the significant meaning of the way: conclude, guess and prove.