| The concept of process teaching method (PTM) is raised with the traditional concept of result teaching method as the background . The former fully accords with the essence of mathematics teaching and tally with demands from the modern quality education of mathematics . In fact , the research in PTM dates back to long time ago . Tr. Ma Mig , a special-grade teacher of our country , holds the view that mathematics teaching should fully expose to the students the teacher' s thought process , having the students know to-be and how -to -be; the American Hungarian mathematician G. Ploya laysss emphasis on exhibiting to the students the thought process in problem solving ;Russian educationist JI. B. 3AHKOB has high valuation o.f and illustrates at the height of pedagogy and philosophy the significance of PTM as a teaching principle ;the Dutch mathematician Hans Freudenhal emphasizes the importance for the students to make use of their existing knowledge and experience to 're-create' their own mathematics .However ,the majority of the related articles in the prevailing highschool magazines only emphasize the importance of knowledge process and thought process. They share nearly the same idea , and no clear definition can be found in the authoritative bibliography . In my view , {TM by definition is the mode of teaching , in which the teacher , by setting up proper problem situation according to education regularities and the students ' cognitive and psychological characteristics , inspires the students into direct or indirect feeling and experience of the process of emerging , development and evolvement of mathematics knowledge , and thus leads the students into active thought process , enabling the students to acquire knowledge, develop intelligence .foster ability and improve mathematics understanding in the course of activities .The prominent characteristic of PTM is to put the roles of students as subjects and the teacher as a guider into fullplay .Here the guider is also the helper , the instructor , and the 'mid-wife ', whose thought is the bridge by which the mathematician' s thought and the students' thought meet. The teacher's work is to instruct the subjects to experiment and experience the joy of probing and discovering , and thus to enable them to willingly acquire and apply knowledge and thereby to enjoy to enjoy the re-creation for mathematics knowledge .Modern mathematics education is not to have the students solely memorize some abstract mathematics concepts or signs but to have them master the thought and spirit of mathematics .To achieve this , the most radical is to , in the course of teaching ,expose the profess of mathematics thinking , to exhibit the origin ofmathematics knowledge and its way of development , to turn mathematics teaching to mathematics activity teaching and then to enable the students to learn how to think and how to create .In view of the modern concepts of qualified personneland life -long education , to make the students know how to learn and master the spirit of mathematics appears to be more important .The kind of teaching methods -in which there is no concern for settings or conditions , no concern for way of thinking or process of thought -lead to the result that the concepts and theories but cannot put them into free use .The reason just lies in the lack of exposition of the thinking process . hat is presented to the students is only the answering process but not how the way to answer has been obtained , nor what dead alleys the teacher has entered and come out of , nor how to turn around the counts . Because of lack of thinking methods , the students still find no way to break through the problems .PTM is rooted in scientific theories . 1. Principles of education psychology .Modern cognitive school believe that students do not learn in imitationor passive absorption ;learning takes place only when they absorb new information actively, experience by themselves and construct their own visions in mind . 2. PTM highly evaluates' re-creation'. which refe... |
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