謝秀珍 張曉鳴
摘 要 培養(yǎng)學(xué)生創(chuàng)新思維是教育與時(shí)俱進(jìn)的要求,也是新課程的核心任務(wù)。創(chuàng)設(shè)情境,啟發(fā)學(xué)生自主探究,是培養(yǎng)學(xué)生創(chuàng)新思維的有效途徑。本文通過(guò)教學(xué)實(shí)例論證了啟發(fā)學(xué)生自主探究能培養(yǎng)創(chuàng)新思維這一觀點(diǎn)。
關(guān)鍵詞 自主探究 創(chuàng)新思維
中圖分類號(hào):G424 文獻(xiàn)標(biāo)識(shí)碼:A
Inspire Independent Inquiry to Cultivate Innovative Thinking
XIE Xiuzhen, ZHANG Xiaoming
(Zhejiang Shaoxing Paojiang Middle School, Shaoxing, Zhejiang 312071)
Abstract Cultivate students' innovative thinking is the requirements of education advancing, and also the core task of the new curriculum. Creation of context, and inspire students to independent research, is an effective way to cultivate students' creative thinking. This paper through teaching instance,demostrates that inspire students' independent inquiry to cultivate the innovative thinking.
Key words independent inquiry; innovative thinking
課外,有一位學(xué)生問(wèn)筆者:能否不查《三角函數(shù)表》或不用其它數(shù)學(xué)工具比較 43壩?3爸檔拇笮??与哪铬V蕩??諒T┪侍饈峭角三角函數(shù)值大小比較的問(wèn)題,很實(shí)用。但筆者翻遍迄今所有數(shù)學(xué)課本及教輔資料,驚訝地發(fā)現(xiàn):至今均尚未指出同角三角函數(shù)值比較方法。于是,筆者啟發(fā)、引導(dǎo)該學(xué)生自主探究?
先在[0,]內(nèi),求函數(shù) = 和 = 圖象交點(diǎn)的取值:
解此題,先應(yīng)用同角三角函數(shù)值比較方法得出<(參見(jiàn)例2),然后才根據(jù)對(duì)數(shù)函數(shù)單調(diào)增加所需的條件而確定底數(shù)的值域:>1。
以上都是從未見(jiàn)過(guò)的創(chuàng)新,這在一般課堂里是難以完成的,這說(shuō)明探究性教學(xué)可不拘時(shí)間、場(chǎng)所和形式進(jìn)行,啟發(fā)學(xué)生自主探究,能培養(yǎng)學(xué)生創(chuàng)新思維。