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数学教学课堂不仅是一个认知思维场域,更是一个学习行为场域,这两个场域如能实现交汇、有效融通,学生主体的认知行为才能真正发生,课堂教学的文化意蕴才能得以彰显。“启思导学”教学想法的提出,其用意在于研究如何扩展优化“学”与“思”的课堂教学文化场域,有效建构适应学生学习的教学方式,提升其“学思合一”个体认知境界。一、“启思导学”教学方式的核心意涵古语云:“学,效法也。”只有明确学习目的,掌握学习
The mathematics teaching classroom is not only a cognitive thinking field, but also a learning behavior field. If these two fields can converge and communicate effectively, the cognitive behavior of the students can really take place and the cultural connotation of classroom teaching can be obtained Highlight. The purpose of the teaching idea is to study how to expand the classroom teaching and cultural field of optimizing “learning ” and “thinking ” so as to effectively construct the teaching methods that adapt to students’ learning and enhance their “Learning to think together” individual cognitive realm. First, the core meaning of the teaching method of “Inspirational Guidance” The ancient saying goes: “Learn, follow the example.” Only a clear purpose of learning to master the learning