| 例谈探究式解题课教学 |
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| 引用本文： | 朱清波,曹广福.例谈探究式解题课教学[J].数学教育学报,2020(2):49-52. |
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| 作者姓名： | 朱清波 曹广福 |
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| 作者单位： | 广州市执信中学;华南农业大学 |
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| 基金项目： | 国家“万人计划”人才项目——问题驱动的中学数学课堂教学。 |
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| 摘 要： | 阐述了解题课的基本功能,指出了目前中学数学教育中解题课存在的问题。通过对一道平面几何题的分析,讨论了解题课环节如何创设一系列探究式问题,引导学生从问题的条件出发通过特例、试错等方法猜测一般规律并找到解决问题的方法,反思是如何想到这样的方法的?进一步对解题方法的优劣进行评判。通过方法的探究过程培养学生的元认知以及提升学生对数学方法的价值与审美判断能力。
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| 关 键 词： | 探究式 解题课 元认知 数学素养 |
Inquiry Teaching of Solving Problems by Examples |
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| ZHU Qing-bo,CAO Guang-fu.Inquiry Teaching of Solving Problems by Examples[J].Journal of Mathematics Education,2020(2):49-52. |
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| Authors: | ZHU Qing-bo CAO Guang-fu |
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| Institution: | (Guangzhou Zhixin High School,Guangdong Guangzhou 510090,China;South China Agricultural University,Guangdong Guangzhou 510642,China) |
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| Abstract: | Problem-solving lesson is an important link to help students solidify knowledge and learn to use mathematical knowledge to solve problems in classroom teaching.Traditional problem-solving lesson pays attention to cultivating students’proficiency in solving problems and lacks consideration of improving students'thinking ability.The function of problem-solving lesson has two levels,one is educational level,the other is utilitarian level.Through the analysis of a plane geometry problem,this paper discusses how to guide the students to think that what methods can we think of in the face of a problem,and how do we think of this method?What is the best way?Through the inquiry process of methods,students’meta-cognition is trained and their value and aesthetic judgment ability of mathematical methods are improved. |
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| Keywords: | inquiry problem solving course meta-cognitive mathematical literacy |
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