摘要
尽管新课程极力倡导“过程与方法”的理念，但是在实际教学中仍然有相当比例的教师不太重视或者没有完全掌握数学定理的发现过程．原因主要有：教师没有深刻认识到“过程”在学生学习数学中的重要价值，教师自身所具有的教学内容知识不足而导致无法实现过程性目标．从学生发展的角度看，教师仍需进一步深刻认识“过程”在培养学生数学素养方面的重要价值；从教师专业发展的角度看，数学教师应进一步提高自身的教学内容知识；从评价制度的改革看，应继续努力构建结果与过程并重的高中数学评价机制．
By means of scanning the teaching plan, observing the class interviewing students after class and surveying the questionnaire, we found the result and corresponding reasons. All above indicated that high school math teachers have problems with teaching law of sines. In detail, plenty of teachers do not care or have not totally master the discovering process of the math theory in practice, even though the New Curriculum utmost to advocated the idea of ＂Process and Method＂. And that attributes to two reasons： One the one hand, the teacher of not acquaint themselves with the magnificent value of ＂process＂ during students＇ math study. On the other hand, the insufficient of the teacher＇s professional knowledge resulted in the failure of the ＂Process Object＂. As mentioned above, put forward three ideas.
出处
《数学教育学报》
北大核心
2012年第6期31-34,共4页
Journal of Mathematics Education
基金
新疆师范大学双语教师培养培训专项研究课题——促进新疆中小学双语数学教师专业素质的策略研究(XSJY(S)2012011)
关键词
正弦定理
过程
问题分析
law of sines
process
problem analysis
