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第三节 概率思想的渗透 ····························································· 113
第四节 数据分析的教学设计 ······················································· 118
第六章 运算能力的提升路径 ····························································· 125
第一节 运算能力的层次结构 ······················································· 125
第二节 运算思维的培养方法 ······················································· 131
第三节 运算策略的教学指导 ······················································· 137
第四节 运算错误的诊断与纠正 ···················································· 142
第七章 推理能力的发展研究 ····························································· 149
第一节 数学推理的类型与特点 ···················································· 149
第二节 合情推理的培养策略 ······················································· 154
第三节 演绎推理的教学方法 ······················································· 160
第四节 推理能力的评价体系 ······················································· 166
第八章 模型思想的建构方法 ····························································· 173
第一节 数学模型的基本概念 ······················································· 173
第二节 数学建模的教学过程 ······················································· 180
第三节 实际问题与数学模型 ······················································· 187
第四节 模型思想的应用案例 ······················································· 193
第九章 应用意识的培养途径 ····························································· 203
第一节 数学应用意识的内涵 ······················································· 203
第二节 生活情境的数学化 ·························································· 208
第三节 跨学科融合的应用 ·························································· 215
第四节 应用能力的评价标准 ······················································· 219
第十章 创新意识的激发策略 ····························································· 227
第一节 创新意识的心理机制 ······················································· 227
第二节 数学思维的创新训练 ······················································· 234
第三节 开放性问题设计 ····························································· 240
第四节 创新能力的培养模式 ······················································· 247
参考文献······················································································· 253
