摘要
＂问题是数学的心脏＂,没有问题就没有数学.数学发展史表明,＂提出问题—解决问题—提出新问题—解决新问题……＂是数学发展过程的基本模式.数学问题起源于情境,情境是产生问题的沃土.余姚市实验学校于2003年开始实验中小学数学＂情境—问题＂教学模式,经过5年的实践研究,形成了校本化的＂敢问、会问、善问＂的＂情境—问题＂课堂教学模式.校本化的＂情境—问题＂教学模式有利于改变学生的数学课堂学习方式和教师的数学课堂教学方式,有利于提升师生数学素养、创新能力和可持续发展能力.
＂Questions means the heart of math＂, there won＇t be math without questions. The development of math showed, ＂raising a question-solving the question-raising another question-solving the question...＂ was the basic mode of the developmental process of math. Questions came form situations, and situations were the rich land to produce questions. In the year of 2003, our school started to had the experiment in the teaching pattern of ＂situation-questions＂ hosted by professor LV Chuan-han and WANG Bing-yi from Guizhou normal university. We had practiced and researched for five years and formed our own teaching pattern of ＂Situation-problem＂, which was good for improving students＇ learning style and teachers＇ teaching method in math classes. It also favored promoting teachers＇ and students＇ mathematical accomplishment, innovation ability and sustainable development ability.
出处
《数学教育学报》
北大核心
2009年第1期88-92,共5页
Journal of Mathematics Education
基金
中国教育学会“十五”规划重点课题——中小学数学情境与提出问题教学实验研究(HFB030740)
中国教育学会“十一五”重点推广课题——西南地区数学“情境—问题”教学实验的推广研究(学会0629070)
关键词
数学情境
问题意识
提出问题
mathematics situation
the consciousness of questions
raise questions
posing problem
