基于“问题提出”的教学模式有助于学生理解与运用数学知识,培养学生的思维能力,促进学生问题解决能力的发展。但问题提出教学模式在中学数学课堂的实施过程中依旧存在许多限制。本文基于“问题提出”的教学模式作为框架,选取课例“平...基于“问题提出”的教学模式有助于学生理解与运用数学知识,培养学生的思维能力,促进学生问题解决能力的发展。但问题提出教学模式在中学数学课堂的实施过程中依旧存在许多限制。本文基于“问题提出”的教学模式作为框架,选取课例“平方差公式”截取课堂教学片段,展示单个问题提出的教学流程,并对课例进行分析,为初中数学课堂教学提供建议。The teaching mode based on “problem raising” is helpful for students to understand and use mathematical knowledge, cultivate students’ thinking ability and promote the development of students’ problem-solving ability. However, there are still many limitations in the implementation of the teaching model in middle school mathematics classroom. Based on the teaching mode of “problem raising” as the framework, this paper selects the lesson example “squared and variance formula” to intercept the classroom teaching fragments, shows the teaching process of single problem raising, and analyzes the lesson examples to provide suggestions for junior middle school mathematics classroom teaching.展开更多
新时代新背景,跨学科课程应运而生。跨学科主题学习强调在真实情境中发展学生问题解决能力,培养学生的创新思维。真实情境中离不开问题提出,因此,文章首先指出问题提出在跨学科主题学习的价值所在,接着结合“问题提出”与“跨学科主题...新时代新背景,跨学科课程应运而生。跨学科主题学习强调在真实情境中发展学生问题解决能力,培养学生的创新思维。真实情境中离不开问题提出,因此,文章首先指出问题提出在跨学科主题学习的价值所在,接着结合“问题提出”与“跨学科主题学习”教学实施的共同点,从而提炼出基于问题指向下初中数学跨学科实施路径,给出其教学策略,为跨学科主题学习活动的展开提供参考。Under the new era and new background, interdisciplinary courses have emerged as the times require. Interdisciplinary thematic learning emphasizes the development of students’ problem-solving abilities and the cultivation of their innovative thinking in authentic situations. Problem posing is indispensable in authentic situations. Therefore, this paper first points out the value of problem posing in interdisciplinary thematic learning. Then, by combining the commonalities between the implementation of “problem posing” and “interdisciplinary thematic learning” teaching, it refines the implementation path of interdisciplinary mathematics teaching in junior high schools based on problem orientation and provides corresponding teaching strategies, offering a reference for the development of interdisciplinary thematic learning activities.展开更多
文摘基于“问题提出”的教学模式有助于学生理解与运用数学知识,培养学生的思维能力,促进学生问题解决能力的发展。但问题提出教学模式在中学数学课堂的实施过程中依旧存在许多限制。本文基于“问题提出”的教学模式作为框架,选取课例“平方差公式”截取课堂教学片段,展示单个问题提出的教学流程,并对课例进行分析,为初中数学课堂教学提供建议。The teaching mode based on “problem raising” is helpful for students to understand and use mathematical knowledge, cultivate students’ thinking ability and promote the development of students’ problem-solving ability. However, there are still many limitations in the implementation of the teaching model in middle school mathematics classroom. Based on the teaching mode of “problem raising” as the framework, this paper selects the lesson example “squared and variance formula” to intercept the classroom teaching fragments, shows the teaching process of single problem raising, and analyzes the lesson examples to provide suggestions for junior middle school mathematics classroom teaching.
文摘新时代新背景,跨学科课程应运而生。跨学科主题学习强调在真实情境中发展学生问题解决能力,培养学生的创新思维。真实情境中离不开问题提出,因此,文章首先指出问题提出在跨学科主题学习的价值所在,接着结合“问题提出”与“跨学科主题学习”教学实施的共同点,从而提炼出基于问题指向下初中数学跨学科实施路径,给出其教学策略,为跨学科主题学习活动的展开提供参考。Under the new era and new background, interdisciplinary courses have emerged as the times require. Interdisciplinary thematic learning emphasizes the development of students’ problem-solving abilities and the cultivation of their innovative thinking in authentic situations. Problem posing is indispensable in authentic situations. Therefore, this paper first points out the value of problem posing in interdisciplinary thematic learning. Then, by combining the commonalities between the implementation of “problem posing” and “interdisciplinary thematic learning” teaching, it refines the implementation path of interdisciplinary mathematics teaching in junior high schools based on problem orientation and provides corresponding teaching strategies, offering a reference for the development of interdisciplinary thematic learning activities.
