摘要
＂情境—问题＂教学模式的关键是创设恰当的情境,让学生敢问、会问、善问.从创设切分等积矩形饼的情境,提出矩形面积等分方法问题,在学生解决问题和数学应用的过程中,通过想象推广,不断提出新的问题.如三角形、梯形等图形面积等分的方法,从而引发新的情境,继而产生深层次的数学问题,形成＂情境—问题＂学习链,借以培养学生学习、总结、应用数学方法的能力.
The key to the teaching pattern of ＂Situation-problem＂ was to make the students able to be good at asking questions by creating proper situations. This article showed how to create the situation of dividing equal-area rectangles and raise the questions of the ways to divide the rectangle area equally. The students would keep raising new questions by imagining and expanding while they were solving problems and using math, such as the methods of equally dividing the area of the triangle, the trapezoid and other geometrical figures. Then it would lead to a new situation and produce further math problems. This process could be regarded as a studying chain of ＂Situation-problem＂, which would develop the students＇ learning and summarizing abilities and their means of using math as well.
出处
《数学教育学报》
北大核心
2009年第1期96-98,共3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
图形
面积
等分
graph
area
divide equally
